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BENTON 
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Book ~E >iN \ z 



PROGRESS 



OF 



EDUCATION 



IN 



BENTON 

COUNTY 

INDIANA 



With- - 

An Explanation of the Indiana 
School System and the Duties of 
School Officers, Patrons and Pupils 



J 



By 



13' M McKNlGHT 
County Superintendent of Schools 



Published by Order of the 
County Board of Education 
M D C C C C V 1 



5.^'v 



1/ 



?r > 



COPYRIGHT 1906 
BY 

L. A. Mcknight 

FOWLER, IND. 



SCOTT-MILLER CO. 

PRINTERS 

INDIANAPOLIS 



INDEX 

^ i^ 

Page 

Chapter I. In the Beginning 11 

Chapter II. County History 21 

Chapter III. Township Histories 58 

Chapter IV. Town Histories 1 28 

Chapter V. Our Educational System and its Foun- 
dation . 167 

Chapter VI. Trustees and School Boards .... 1 73 

Chapter VII. The County Superintendent and County 

Board of Education 180 

Chapter VIII. The State Superintendent and State 

Board of Education 185 

Chapter IX. The Truant Officer 190 

Chapter X. The Teacher, Superintendent and Prin- 
cipal 193 

Chapter XI. The Patron 199 

Chapter XII. The Pupil 203 

Chapter XIII. Common School Graduates . . . 213 

Chapter XIV. High School Graduates 226 



INTRODUCTION AND ACKNOWLEDGMENTS 



The law requires the county superintendent to carry out the 
instructions of the County Board of Education. More than two 
years ago John V. Bartoo, then trustee of Gilboa township, sug- 
gested that it would be a good idea to publish a manual of gen- 
eral information concerning public schools and school laws. The 
suggestion met with the approval of the other members of the 
board, and after some discussion the superintendent was re- 
quested to prepare an outline of such matter in reference to 
schools as he thought would be of general use. Soon after this 
the work of supervising the preparation of an exhibit for the St. 
Louis Industrial Exposition was placed upon him by a vote of 
the Teachers' Association and the direction of the Board of Ed- 
ucation, and this additional labor prevented him from doing 
any immediate work on the proposed manual. While engaged 
in the preparation of the exhibit the superintendent was im- 
pressed with the great lack of information about the origin of 
education in Benton county- When the County Board of Edu- 
cation met in May, 1904. he presented this thought to its mem- 
bers. They were so impressed with it that he was requested 
to proceed with the collection of information and to secure 
estimates of the cost of twenty-five hundred paper bound 
books of about one hundred pages each, to be devoted to general 
and historic information on school matters. The estimates 
were obtained, and these, with a general outline of the work, 
were submitted at a meeting of the County Board of Education 
held on October 21, 1904. An appropriation was made and the 
superintendent was directed to prepare the work outlined as 
soon as it was possible to make it complete and reliable. With- 
in three months the chapters on the duties of the various mem- 
bers of our school system were written. During all of this 



time incomplete historical iuformatiou was being collected from 
many sources, and it was discovered that more time would be 
needed to make a reliable sketch of education in Benton countr. 
It was also discovei'ed that the space first estimated as needed 
in the book would fall far short of the requirements of the 
work. This matter was placed before the present County Board 
of Education on May 1, lOfly, and the superintendent was au- 
thorized to add some much needed space. To obtain the infor- 
mation contained within this little volume many interviews 
have been necessary, more than one hundred letters have been 
written, and three hundred pages of law, six hundred pages of 
history, and more than four thousand pages of records have 
been carefully searched. 

The superintendent wishes to make public acknowledgments 
to all who have given him any assistance in this work- It 
would lake a small book to give all their names, but special 
acknowledgments are due to all of the present members of the 
County Board of Education and to all of the ex-members for 
the last eight years. Others who have been especially helpful 
are F. M- Maddox. George Jennings, Stacy Scott. Mrs. Lizzie 
Matchett, Mrs. H. I'. Chenoweth, James Swan. Henry Rommel, 
William Hubbard. Lewis Jones. John M. Stanley. W. H. Mc- 
Knight, W. H. Harkridei-. Scott Sliipman. ('arver Stanfield, 
Philip Fisher, W. I. M<("ullough. Daniel Fraser, ]Mrs. Louis 
Donovan, James Dunn. I>. JIcArthur Williams, Frederick 
Sheetz, Mrs- Nancy Hawkins. Lemuel Stevenson, Thomas Tim- 
mons, Mrs. Jacob Vaste. Jose])li l^ehner, John Swan. Ephraim 
Sayers, Josejih I'erkins. Thomas Fleming, Mrs. Maude Seward, 
Alexander Caldwell, Ella Perkins, George A- Gaylord, W. Lee 
Bartlett, John Spies, A. R. Gilger, Mrs. J. S. VanAtta, Mrs. 
Lee Dinwiddle, Mr. and Mrs. Charles Snyder, Charles Van 
Auker, Mrs. Ella I'orttens. James Payne, Theodore M. Fowler, 
William Snyder. Mrs. Martha Jones, I'erry Stembel, Mr. and 
Mrs- Jasper N. McConuell, Baldwin McConnell, W. J. McCon- 
nell, Isaac Lewis. Mrs- Kora Johnson, Miss Mary Pelton, Jesse 
Birch, Iveroy Templeton, B. F. Johnson, Mrs. H. M. Wilmoth 
and ^L F. Orcar. Robert Swan and George H. Gray were espe- 
cially helpful by giving time and free access to books, and 
Auditor Lemuel Shij)nmn, Surveyor ('. B. Whicker. Recorder 
Kay Gillespie, and Clerk James R. Turner all extended many 



foiu'tesies. James iliAdani donated a luimher of the photo- 
graphs used foi- illustratious. State Snperintendeut Cotton 
and liis assistant. Lawrence ^leTurnan, have kindly furnished 
all information asked for and taken (juite an interest in the 
work. 

The individual aelion of trustees, advisory boards and school 
boards asking that the binding of the book be changed from 
paper to cloth is a compliment for which the superintendent 
feels very grateful. If the book proves useful to them and to 
the patrons, teachers. pu{)ils and friends of the schools of Ben- 
ton county he will feel many times rejiaid for the labor it has 
cost him. It seems proper to add that though a vast amount 
of historical information has been collected, only such parts 
of it as Avere of special interest in school \\-ork could be inserted 
in this volume, and much of that had to be omitted. 

Fowler, Ind-. JIarch iL'. litllt;- L. A. MoK.vkuit. 



CHAPTER 1. 



IX THE BEGINNING. 



It was one hundred years after the winter that LaSalle first 
explored northern Indiana, seventy-seven years after his French 
countrymen settled at Yineennes, and fifteen years after France 
had surrendered this settlement to England, when, at 10 o'clock 
the morning of February 25, 1779, Colonel George Rogers Clark 
received from Lieutenant Governor Hamilton, the English com- 
mauder at Yineennes, the surrender wliicli gave Yirginia con- 
trol of the territory northwest of the Ohio river. Indiana 
was afterwards formed from this territory. On March 1, ITSl, 
Thomas Jefferson, Samuel Hardy, Arthur Lee and James Mon- 
roe, acting for and in the name of Yirginia, signed and sealed 
in the presence of Congress a deed conveying to the United 
States all of the territory conquered by Clark. In May, 1785, 
Congress provided for the survey of this vast territory, direct- 
ing that it should be "marked off' into squares of six miles each, 
called congressional toirnships, and these squares divided into 
smaller squares of one mile each, called sections, making 
thirty-six sections in each township." Beginning at the north- 
east corner of each township, the sections were to be numbered, 
counting westward and then eastward, and section sixteen in 
each township (near the middle) was to be reserved for the 
maintenance of puhlic scJwols. Indiana fell heir to about five 
hundred and seventy-six thousand acres of the land so re- 
served, and the fund from it became the corner-stone of our 
great free school system. The noted ordinance which provided 
for the government of the Northwestern Territory, passed July 
13, 1787, declared : "Religion, morality and knowledge being 
necessary to good government and the happiness of mankind, 
scliools and the means of education are to be forever encour- 
aged." 

11 



On May 7, ISOO, Congress passed a law jirovi(lin<i, for the 
organization of the Territory of Indiana with Vineenues as the 
eajiital. Wiuit is now the State tlien had a population of 2,514 
white iieojde. over half of them living in Vincennes. At the 
seeond session of the Legislature of the Territory of Indiana, 
on November 29, 180(5, an act providing for the first public 
school in Indiana was passed. The reasons given for passing 
this act are interesting, and are as follows : "Whereas, the 
indei>endence, happiness and energy of every republic dei)ends 
(under the influence and destinies of heaven) upon the wisdom, 
virtue, talents and energy of its citizens and rulers; and 
whereas, science, literature and the liberal arts contribute in 
an eminent degree to improve those qualities and acquire- 
ments; and whereas, learning liath evei been found the ablest 
advocaic of genuine liberty, the liest suitjjorter of rational 
religion and the source of the only solid and imjierishable 
glory which nations can acquire. 

"And forasmuch as literature and philosophy furnish the 
Muist useful and ]ileasing occUJ^ations, improving and varying 
the enjoyments of prosjierity, art'oi-ding relief under pressure 
of misfortune, and hope and ((Uisolation in the hour of death, 
and considering that in a commonwealth where the humblest 
citizens nmy be elevated to the highest public offices, and where 
I he heavenI)orn jirerogative of the right to elect and reject is 
retained and secured to the citizens; the knowledge which is 
re(|uisi1c for a magistrate and elector should be widely dif- 
fused." 

It was enacted "that a university to be known as the Uni- 
versity of \'incenues" should be established as soon as possible. 
In 1SII4 Congress had (lonated to Indiana "an entire township 
of land for the use of a seminary of learning." To i)rovide for 
the building and supjiort of the university this township of 
land was conveyed to it. with the right to sell four thousand 
acres and to receive be(|uests. A jirovision was made for rais- 
ing twenty thousand dollars by lottery. "The trustees of said 
uuiversity shall ap]ioint Ave discreet persons to be managers 
of said lottery, and said managers shall have jjower to adopt 
siirli schemes as they may deem ]iro]ier to sell tickets, superin- 
tend the drawing of the same and the payment of prizes," said 
this law. "The birth of this lottery," says a historian, "is not 
so much a cause of shame to our forefathers as it is to us that 

12 



we alkiwed it to live so long." for the sale of lottery tickets 
was not prohibited until 1S83. A board of twenty-three trus- 
tees was appointed with Governor Harrison as president. Be- 
sides building and equipjiing the institution, the board was 
authorized to appoint a pi-esideut to govern the university, and 
fcuir professors "for the instruction of youth in Latin, French, 
Greek and English languages, mathematics, natural philos- 
ophy, logic, rhetoric and the law of nature and of nations.'' 
The university was opened in ISIO, with Samuel Scott, formerly 
principal of a private school in Vincennes, as its first president. 
Private schools had been organi7,ed in a number of communities 
previous to this time. The earliest one of which we have any rec- 
ord was opened in 1793, in Vincennes, by Mr. Kivet, a well-edu- 
cated Freiiclimau who had fled from his own country during the 
French Kevolution. To the i)rivate schools the University 
of Vincennes looked for its students. 

In ISIO a law directed the county courts to appoint one 
trustee of school lands for each congressional townshij). and 
provided for bis leasing Kill acres of land to any one person. 
In this law we flnd the origin of the oflice of township trustee 
and the source from which came the flrst public money used 
in paying teachers of the free common schools of Indiana. On 
the admission of Indiana into the Union, on r>ecember 11. 1816, 
the State Constitution directed the General Assembly "to pro- 
vide li\ law for the ini]rovcment of such lands as are, or here- 
after may be, granted by the United States to the State for the 
use of schools, and to apply any funds which may be raised 
from such lands, or from any other quarter, to I he acc(im]ilish- 
ment of the grand object to which they are or may be intended,"' 
and further made it the duty of the Assembly "to ])rovide by 
law for a general system of education, ascending in regular 
gradaticm from the township schools to a State University, 
wherein tuition shall be gratis and equally oi)en to all." 

Tlie first act of the General Assembly in reference to schools 
was passed December 24, 1816. and provided for the appoint- 
ment of a school superintendent of eacli school section, whose 
duty it was to lease and provide for the improvement of the 
lands therein. This law further jjrovided "that on the petition 
of twenty householders in any congressional township there 
should be an election of three township trustees for school pur- 
poses." Thus our civil township organization for school pur- 

13 



poses, the unit of the great school system of our State, and 
the important otHce of trustee of the civil township came into 
existence. The second step was taken in the organization in 
ISIG, when the General Assembly passed a law directing the 
Governor to appoint for each county a seminary trustee who 
was to accumulate funds from exemptions and fines with which 
to build a county seminary for pupils that had completed the 
work in the township schools. In 1824 the third step was taken 
by the establishment of a State University at Bloomington to 
receive students from the county seminaries. No provisions 
whatever were made for either town or city schools. It would 
seem that the "general system of education, ascending in reg- 
ular gradation from the township schools to a State Uni- 
versity," as prescribed by the State Constitution, had now 
been successfully established, but such was not the case. The 
fathers of the Constitution had about all gone to their long 
homes before the system was worthy of little more than the 
name. At least three important things were lacking: The 
money with which to sujiport the system, the public opinion 
necessary to sustain it and a recognized head to control all of 
its i)arts. It was like a great human body with little blood 
(money) and a weak nervous system (lack of unity in action 
of parts) to sustain it. But little money was derived from 
the jjublic lands, the people were opposed to the State taxing 
them to support the schools, and many of them were opposed 
to any kind of jtublic schools. For many years each district 
conducted its school aiiairs with little reference to the township 
truslee. Thei-e was no head to the educational affairs of the 
county, and no State supervision. 

The law of 1824: gave township trustees charge of school 
funds and school lands, and clothed them with the power to di- 
vide their respective townships into districts and appoint sub- 
trustees in each district. It also authorized the examination 
of teachers by the trustees, "establishing the theory that some 
sort of a test is necessary for those desiring to teach in the pub- 
lic schools." The sub-trustees could call a meeting of the people 
of the district at any time, and were compelled to call 
meetings on petition of five householders. The sub- 1 mist ees 
were re(iuired to execute the orders ]iassed at the district meet- 
ings. If an order was given to build a new schoolhouse, the 
law jirovided that "Each able-bodied male person of twenty -one 

14 



or uiiwaids. being a tri'iliuUltr m- a liouselioltlor residing in the 
Sfhool district, sliall be liable eijually to wurlv oue day in each 
week until siu-li building may be completed, or pay the sum of 
thirty-seven and oue-half cents for every day he may so fail to 
work, and provided, moreover, that the said trustees shall 
always be bound lo receive at cash ]irice. in lieu of any such 
labor or money as aforesaid, any i)lank, nails, glass or other 
materials which may be needed about such building." When a 
new house was completed, the township trustees inspected it. 
If they did uot approve the work, the people of the district 
were called to continue to labor until the building was finished 
in a satisfactory manner. The law declared '"That in all 
cases such schoolhouse shall be eight feet between the floors, 
and at least one foot from tlie surface of the ground to the first 
floor, and finished in a manner calculated to render comfort- 
able the teacher and pupils, with a suitable number of seats, 
tables, lights, and everything neccs-ai'y for the convenience of 
such school, wliich shall be forever open for the education of 
all the children within the district without distinction." The 
houses were usually built of hewn logs, and had puncheon 
floors, large chimneys, and great wide fireplaces. Pieces of 
the logs were cut out for windows, which were sometimes of 
glass, but often were made of white paper greased so as to 
admit the light. The seats were made of puncheons with 
wooden pins for legs, and had no backs. Slanting wood pins 
were put into the walls, and on these were ])laced puncheons 
for shelves on which the pupils learned to write. Wooden pins 
■on which the jiupils hung their dinner baskets, made of willow 
•or some kind of bark, were driven in the walls, and near the 
teacher's desk were placed two of these pins on which his 
whips were kept. 

District meetings were held to decide whether a tax of any 
liind should be levied to hire a teacher. If any part of the tax 
•was to be paid in money, it was collected by the township trus- 
tee, who had charge of schoolhouses, lands and funds, and the 
law authorized them to bring suits against delinquents that 
refused to pay the money tax levied by the people of a district. 
The people becoming dissatisfied with this law, the General 
Assembly, in 1831, passed a law that "no person shall be liable 
for tax who does not wish to participate in the benefits of the 
school fund." As a natural result of this law many people 

15 



withdrew their chiklieu from school to avoid payiug auy school 
tax. As Congress had granted the State the right to sell school 
lands a short time previous, the law of 1S31 provided for the 
election of a county school commissioner to serve three years 
whose duty was to look after the funds of the townships iu hi& 
county and assist in the sale of the i)ublic school lands. 

In 183:j another law was passed which continued the county 
school commissioner and the three township trustees, and 




A I'lONEKR SCHOOI, 



provided fcir liic ciihiik r<iti(ni of all children into three classes: 
Those nii(l( r live y( ars of age. those between five and fourteen 
years of age. and those between fourteen and twenty-one. 
This law provided for three sub-trustees in each district to be 
elected by the jjeople, and placed the duty of examining teach- 
ers in the hands of the sub-trustees instead of in the hands of 
the township trustees as it had been for nine years. Teachers 
were required to take an examination "touching their quali- 



16 



tieatious. aiul iiarticulai-lv as respects their knowledge of the 
English language, writing and arithmetic." How well some 
sub-trustees examined teachers is illustrated by au experience 
of the late Barnabas C. Hobbs, State superintendent, 1868-1871, 
which the writer heard him relate some years ago. He said, 
"The only question asked me at my first examination of this 
kind was, 'What is the product of twenty-five cents multiplied 
by twenty-five cents?' We had only Pike's arithmetic, which 
gave us problems and the rules. How could I tell the product 
of twenty -five cents by twenty-five cents when such a problem 
could not be found in the book? My examiner thought it was 
six and one-fourth cents, but was not sure. I agreed with him, 
but this answer looked a little too small to both of us. We had 
discussed the question for more than an hour when he stopped 
me with the assurance that he felt certain any one who could 
discuss an important question like this so well was well quali- 
fied to teach school, and gave me a first-class certificate.'' 
While the writer was teaching his first school he belonged to 
a teachers' club, the president of which was sixty years old 
and had taught school for forty years. Among the many 
reminiscences of his early school days he narrated this one: 
"The first examination old Sam Snyder took was a rare one. 
Bob Cochran was one of the sub-trustees, and examined the 
teachers for his district. 'How are you in arithmetic?' asked 
Bob. 'That is my strong point,' said Sam. 'Our district will 
like you if it is,' replied Bob; 'and now, Sam, you may tell me 
what three dozen turkey eggs will cost if one dozen costs twelve 
and one-half cents?' Sam labored on this sum for (juite a 
while, and then said, 'Bob, I can't get the answer because 
'there's no turkey rule in Pike's arithmetic' 'You're quite 
right,' said Bob ; 'the reason I axed you the question was to see 
if you had gone clean through Pike' ; and then he gave Sam a 
first-class certificate." Such examinations brought much dis- 
credit to the profession of teaching and led the better class of 
both teachers and patrons to demand a change. This came in 
1838 in a law directing the Ciixuit Court to appoint three school 
examiners in each county, to serve for one year, and to examine 
all teachers desiring to teach in the public schools of the 
county. 

This law led to a rapid improvement in teachers and would 
soon have resulted in more and better schools had it not been 

17 



foi- the people themselves- Fi-oni the Eastern States had come 
many settlers who favored free schools, but insisted on each 
district remaining independent in school affairs- They looked 
with suspicion on any effort of the General Assembly to deprive 
them of the right to elect their district school officers, or 
deprive them of the right to levy as much or as little school 
tax upon themselves as they desired to levy. "That would be 
centralization," they argued; "and if we concede the State 
the authority to take these local rights from us, later, other 
rights will be taken from us and we will lose our liberty."' 
From Virginia and other Southern States came many edu- 
cated and cultured men who believed in private but not in pub- 
lic schools. There were no public schools in the South as in 
New England, and the proud Southerner argued : "We are not 
paui)ei-s that we should ask that our children be educated at 
the expense of the public. If we are to have public taxation 
to educate our children, why not have another tax to feed and 
clothe them?" It is to the credit of these men that many of 
them soon came to see the necessity of education for all. and to 
see that some were not able to provide the schools needed for 
their children. Pride gave way to benevolence, and many 
Southerners changed their ideas before the New Englanders 
were willing to yield llic (|ncsti(»ii of self-government in the 
district. But there was a third class of settlers who had votes 
but cared little for education of any kind. These were the poor 
whites from the So\ith. A'settler of this type usually possessed 
little enterprise of any kind. He was content to live in a leaky 
cabin that some one else had abandoned, left his corn and tobac- 
co to grow as best they could, and was so much occupied with 
the ]ileasures of roaming about with a dog at his side and a 
gun on his should<'r that he had no time to be "botherin' about 
eniiy larnin'." Though ignorant, he often most loudly asserted 
liiiiiscif, and once in a great while with good results. "Old Ben 
Ci-avens." who came from Kentucky aud settled in a district in 
centi-al Indiana in 1834, was a settler of this class. The sub- 
trustees called a meeting of the peo]ile of the district to consider 
the (juestion of building a sdioolhouse. Ben talked "agin it." 
The leader of the sub-trustees was a Kentuckian of the better 
class who had come to believe in public schools. Ben did not 
like him and had sworn to do everything that he could to 
embarrass and defeat his fellow Kentuckian. The meet- 

18 



iug was being held and the trustees had about given iip all 
hopes of securing a majoritY in favor of building the school 
when "Old Beu"' got up to speak- At the close of his speech he 
said defiantly : "I'm ferninst building a schoolhouse in this 
deestrict and I'm ferninst anything that air trustee, Clint Sel- 
lers, wants done" Sellers sprang to his feet. "I want you to be 
against me," he cried ; "I would rather build a schoolhouse and 
pay for it myself than have it built with your vote" "Yer 
mean yer don't want me to vote with yer,'' roared Ben. "I 
mean just that,'' replied Sellers, "and now the secretary will 
call the roll for the vote." "Yer can't cut me off that way," 
shouted Ben, "for 'by the eternal' if yer don't want my vote, 
yer sJiill have it." Ben seemed so wrought up that the secre- 
tary thought best not to call his name until all the rest had 
voted. There were twenty -nine voters present; twenty-eight 
names had been called and the vote was a tie when Ben's name 
was called in the midst of death-like silence. Slowly rising, 
he said boldly, "I've changed ; I'm fer buildin' the schoolhouse." 
Years after in telling this incident a daughter of Ben's added, 
"That's the best thing pap ever did." But not many of his 
kind were like Ben Cravens, and many a boy and girl missed 
an education in the early days of Indiana because of the vote 
of one ignorant man in a district school meeting. 

During all this time many faithful teachers were doing a 
noble work in both public and private schools and were inspir- 
ing whole communities with a profound desire for more know- 
ledge. Thousands of boys were, like Abraham Lincoln, studying 
by the firelight and solving problems on the backs of great 
wooden fire shovels. Though many walked five or six miles 
each day, and sat from seven in the morning until five in the 
evening on rough, backless benches, they remained undaunted; 
and it is to them that we owe the great opportunities the boys 
and girls of today have to obtain a good education. Long days 
of association in the districts in the wilderness and the union 
of community sympathies in the county seminaries led the 
rising young men of the State to see the great need of unity 
in school affairs, and an opportunity to demand a better organ- 
ization of the school system arose in the earl_y forties. 

The census of Indiana for 1840 showed one adult person in 
seven, about twenty thousand, could neither read nor write. 
This alarming condition awakened the friends of public educa- 

19 



tion and the agitation for a better school system was begun. 
One of the first results of this agitation came in 1843 when a 
law was passed making the State Treasurer a superintendent 
of common schools, and instructing him to report to the Gen- 
eral Assembly on the condition and amount of school funds, 
the condition of colleges, the condition of county seminaries, the 
condition of the common schools and the expenditure of school 
revenues; to suggest plans for the management of the school 
funds and the better organization of the common schools, and 
to make such other recommendations about school matters as 
he thought proper. On the appearance of the superintendent's 
first report an active agitation for better supervision and gen- 
eral taxation for the support of schools began. Many public 
meetings were held and the demands for a better school system 
became so urgent that in 1848 the General Assembly provided 
for an election at which the people of the entire State could vote 
on the questions of public taxation for the support of schools, 
an equal distribution of public funds in proportion to the school 
enumeration, and equal lengths of school terms in all of the 
districts in each township. At this election about sixty per 
cent, of the voters of the State voted for the propositions sub- 
mitted, and forty i)er cent, voted against them. Notwithstand- 
ing this vote the General Assembly refused to pass a law pro- 
viding for public taxation for school purposes, but passed a 
law recognizing the right of the people in any county to tax 
themselves for school purposes, if (he majority of the voters of 
the county should vote for such taxation. The law of 1848 
also made the township the unit for the distribution of school 
funds and made the length of the school term the same in 
all of the districts in a township. The law submitting the 
question of scliool taxation to the people in each county not 
proving satisfactory to the friends of education, they turned 
their attention toward securing desired concessions in the 
revision of the constitution by the constitutional convention 
which was to meet in Indianapolis on October 7, 1850. By 
their earnest labors they succeeded in placing in the new con- 
stitution an article which made ample provisions for the estab- 
lishment of a general and uniform system of common schools. 
This constitution was submitted for adoption by the people on 
November 1, 18ol. There were 109,319 votes for and 26,755 
against it. The friends of education had triumphed : the sun 
of Indiana's great educational system had risen, never to set. 

20 



CHAPTER II. 



COUNTY HISTORY. 



One winter morning early in ISiO Henry Robertson, then 
an active and intelligent young man of twenty-seven years, 
sprang into his saddle well equipped for a hundred-mile ride 
from his home in Parish Grove to Indiana's capital. His outfit 
for the journey was snugly packed in a pair of leather saddle- 
bags, thrown across the back of his saddle, while safely stowed 
away in an inner pocket he carried an important petition to the 
Governor and General Assembh- of the State, asking them to 
erect the territory therein described into a new county to be 
known as Benton. Indianapolis was reached in a few days 
and the petition presented to Governor David Wallace. ''Young 
man," said the Governor, "you are entitled to success, and I 
will introduce you to some members of the Assembly." The 
petition was properly presented and a bill drawn up granting 
the request of the petitioners. This bill speedily passed both 
houses of the General Assembly and was signed by Governor 
Wallace on February 18, 1840. The final stroke of the State 
executive's pen completed the creation of Benton, the eighty- 
fifth county of Indiana, and a few days later Mr. Robertson 
returned, bringing '\\ith him the Governor's commission as 
organizing sheriff, which made him the first official of Benton 
county. 

Col. Thomas Hart Benton was one of the most distin- 
guished men of his time. He was born March 14, 1782, and died 
April 10, 1858. He was a poor man's son, born in North Caro- 
lina and left fatherless when but eight years old. Though the 
mother was left with several children and without means, she 
managed to send Thomas to a grammar school and later to a 
college. He was compelled to quit the latter and go with his 
mother into the then wild forests of Tennessee to secure a home 

21 



and freedom fruiu want. At his new home he worked at clear- 
ing the forests by day and, like the immortal Lincoln, studied 
by the firelight at night. He took up the study of law and in 
1811 was admitted to the bar in Nashville. At the opening of 
the ^^•ar of 1S12 he entered the army and became an aid-de-camp 
to Geu. Andrew Jackson, receiving a commission as lieuten- 
ant colonel in the United States army. Resigning his com- 
mission at the close of the war, he moved to St. Louis, estab- 
lished the Missouri Inquirer, and was the first United States 
Senator elected from Missouri when that State eutered the 
Union in 18:21. He was opposed to the doctrine of State's 
rights and the extension of slavery. Because he was a strong 
advocate of only gold and silver as money he was called "Old 
Bullion." He fought the repeal of the Missouri Compromise 
and was opjiosed to the Kansas-Nebraska bill. In 1856 he sup- 
ported James Buchanan for President against John C. Free- 
mont, though the latter was the husband of Jessie Benton — the 
Colonel's favorite daughter. 

Failing in his candidacy for a sixth term in the Senate, 
Colonel Benton was elected to the House of Representatives 
and served one term. He then retired to private life where he 
achieved a fame that will be as lasting as his influence on the 
affairs of the nation. At the age of seventy-two he became an 
author, completing seventeen large volumes of valuable histori- 
cal works before his death four years later. His great intellect 
and wonderful energy were shown by his dictating the close 
of his last volume in a whisper just before he died. 

During all of his life this wonderful man was noted for his 
total abstinence from the use of either liquor or tobacco in any 
form, and for his constant refusal to indulge in any form of 
gambling, giving as his reason that his mother had wished it 
so, and he had determined to comply with her wishes as long 
as he lived. His mother and his wife Avere Virginia women of 
fine families, the latter dying two years before his death. His 
children were four daughters, all of whom married, so his 
family surname died with him. Benton county was fortunate 
in receiving his great name, and his life should be an inspira- 
tion to every one seeking to achieve success in life and leave an 
honoi'ed name enrolled on the scroll of our county's history. 

So far as known the Miami Indians were the first inhab- 
itants of Benton county. Long years ago, in 1669, Father 

23 



Dablon, a French missionary, entered one of their villages in 
northern Indiana and visited the great chieftain of the tribe 
who told the Father that he had never before seen a white man. 
Father Dablon wrote of this chief that he was tall and of a 
remarkably tine appearance, "kind^liearted and gentlemanly in 
every way."" Ten years later the great French explorer LaSalle 
appeared among the Miamis. He visited them again in May, 
1681, and entered into a treaty with them in which they gave 
the French the right to explore and to live in what is now 
Benton connty. In this treaty the Miami chiefs said they 
would give to the mighty chief across the sea (meaning the 
King of France) "the beaver and the lands of the Miamis, their 
bodies, their intellects and their hearts." For eighty -two years 
after this treaty French Kings claimed the land, and it seems 
probable that within that time some French traders and hunt- 
ers visited the groves of Benton county. The territory now in 
the countA' was a part of New France until 1763. when, at the 
close of the Fremh and Indian War, France ceded it to Eng- 
land and it became a part of the English Canadian possessions. 
On Felirnary l2."), 1779, the English surrendered it to Colonel 
George Rogers Clark, a revolutionary officer employed and 
Commissioned by the Governor of ^'irginia, and it then became 
a part of Virginia. In 1784 Virginia ceded it to the United 
States Government. In 1787 all of what is now Indiana was 
embraced in the Northwest Territory. All of Benton county 
was embraced in the territory of Indiana as organized in 1800, 
and in the state as admitted to the Union in 1816. 

Indian wars often caused entire tribes to change their loca- 
tion. As early as 1763 the Pottawatomies came into northern 
Indiana under their great chief Pontiac, and the northern part 
of Benton county became a part of their home and hunting 
grounds. These Indians fought with the English in the Revo- 
lutionary War and in the War of 1812. They ceded their 
claims in Indiana to the United States in 1815 and moved 
west of the Missouri river, but many years later some of them 
claimed lands that were i)urchaspd by Nelson Sumner in what 
is now York township. In 1S67 fourteen hundred of the des- 
cendents of the red men who had dwelt in Benton county be- 
came citizens of the United States, and many of them have 
become wealthy and highly civilized. 

The Kickajioos rame into the eastern and southern parts 



of the eouuty about 1770. Many of them joined Colonel Clark 
and fought against the English in the Revolutionary War, but 
they allied themselves with the English in the War of 1812. 
The woods along the forks of the Pine were favorite hunting 
grounds of these Indians, and there is some evidence that one 
of their villages stood about one mile southwest of where the 
Oxford school now stands. Early settlers in this vicinity found 
pits that had been used by the Indians to store food, and many 
arrows and other implements used by them were picked up and 
carried away by curiosity hunters. If a village stood at the 
point indicated, it was probably destroyed by a detachment 
from Colonel \\'ilkinson's expedition against the Indians along 
the Wabash in 1791. Mr. Isaac Lewis states that in the thirties 
his father and oldest brother plowed up several pieces of Eng- 
lish coin which he reasonably supposes were lost by troops that 
camped near the site of the village at the time of its destruc- 
tion. Many Kickapoos were in the Battle of Tippecanoe, and 
there is a tradition that others of them were with Tecumseh on 
the way to join his brother when he learned that the latter had 
fought and lost the battle. An old Indian trail crossed the 
east fork of Pine about one-fourth of a mile south of the site 
of the Rodman school, and the legend is that Tecumseh and 
his men camped in Parish Grove the night the battle was fought 
and passed over the old trail the next morning. The Kickapoos 
began leaving their Pine Creek haunts as early as 1815, but 
some of them did not give up their lands until 1832, and the 
last of them lingered along the stream until 1836. The tribe 
divided as it moved westward, some members going to Mexico 
and others to the Indian Territory, where many of them now 
reside. Numerous interesting relics of the departed red men 
have been found in Benton county within the last few years. 
It is probable that the most notable of these is a perfect speci- 
men of a stone tomahawk found in a gravel pit in Union 
township. 

While perfecting the treaties which secui-ed from the Kick- 
apoos their last rights to the lands now in Benton county, the 
United States sent its forerunners of future homeseekers, the 
Government surveyors, into the territory. They came in May, 
1831, and surveyed the lands in the county during that and 
the next two j^ears. The surveying parties were all under 
the general direction of David Hillis, United States District 

25 



Surveyor. Each suiveyin^' jiarty was accompanied by a covered 
wauou drawn by a team of oxen. The wagon contained a supply 
of Hour or meal for bread, some salt, coffee, sugar, medicine," 
and often a stout oaken halfbairel containing whiskey to kill 
malaria and stimulate men who had to wade poisonous mo- 
rasses and swamps during the day. Game was plentiful, so 
that a supply of meat was easily obtained, but the task of carry- 
ing the surve3'or's chain through a wilderness of weeds and 
wild grass was far from a pleasant one. ''I once saw one of 
these jjarties," said an old pioneer, "and it was the most forlorn 
lot I ever saw. It was in August and the oxen were being al- 
most eaten alive by greenhead flies. The men were all worn 
out with wading swamps, weeds and grass, and were haggard 
and saffron-colored from malaria. They were in a bad humor 
and could see no rea.son why the Government should be wasting 
money surveying a wild 'lost land' that was too swampy to ever 
become any one's home." But they were mistaken. The Gov- 
ernment placed the lands on sale early in the autumn of 1832, 
and witliin fifty years all of the "lost land" was ready to bear 
and "bloom like a garden of roses." 

"Westward the star of empire takes its way." Years had 
passed since the Kickapoos had sung their last war song. For 
the last time they had joined in the great chase and many of 
them had departed toward the setting sun, when out of the 
East, like the wise men of old, came a traveler from afar to the 
shrine of his earthly hopes — a spot where he could build a home 
and feel that it was his own. He had been a wagoner among 
the hills of Maryland. From the interior for years he had 
hauled tlie ])roducts of farms and little country villages over 
mountain and stream to Baltimore. Fifteen years before he 
had married a sturdy mountain lass, and five children had come 
to their home. He had heard of the West, its wide expanse, its 
fertile plains, and its ojijtortunities for homeseekers. One 
spring morning he hitched his sturdy team to his great wagon, 
loaded into the back of its capacious bed some food, his camp- 
ing outfit and a few tools. He then placed his family comfort- 
ably under the great canvas wagon-cover and turned his team 
toward the West. 

About a mile from where the Emerson bridge crosses the 
east fork of Pine Creek, the road turns directly south for a 
short distance and then turns squarely toward the east. Per- 

26 



haps a hundred yards uorth of this S(iiiare turn Little Pine 
Creek crosses the road. Down the stream a short distance from 
the road, on the south side of the stream, is a beautiful open 
expanse in the woods — a little vista, carpeted with rich green 
grass — which appears to have been there for many years. It 
was on this beautiful woodland spot that Thomas Timmons, 
the Maryland wagoner, ended his long westward journey one 
day in the spring of 1S31. Mr. Timmons found an ample supply 
of excellent water in the spring at the foot of the hill, and he 
at once proceeded to break up the open ground and plant vege- 
tables and grain for future food. The primitive garden, the 
game killed in the woods and the fish caught in the larger 
stream nearby, supplied the family with food. Their neighbors 
were the Kickapoos remaining in nearby forests, and "'the 
sounding aisles of the dim woods rang" with the gleeful shouts 
of children, red and white, as they chased the birds or hunted 
wild flowers together. 

It was late in the summer before Mr. Timmons fully decided 
on the site of the home he was to build. The place chosen is 
about three-eighths of a mile east of what was his summer 
camping ground, and is probably the most elevated point on the 
banks of Little Pine. At the foot of this elevation was a fine 
spring of clear, pure water, and a short distance to tlie east 
the forest skirted the edge of a rich prairie which the pioneer 
knew would yield a generous response to the touch of his plow. 
The work of building the first permanent home in Benton 
county was begun in the early autumn of 1831 and completed 
during the winter following. The liouse was a two-room cabin, 
built of hewn logs with the chinks between them filled with 
small pieces of split wood covered with mortar made of clay. 
The roof was of rough clapboards split from logs with mallet 
and froe. The floor was of puncheons split from logs and hewn 
as smooth as possible. The fireplace and hearth were built of 
stone covered with clay mortar, and the chimney was built of 
small evenly-split sticks, filled in between and covered with 
this same mixture of sand and clay. The house was built front- 
ing to the east. The chimney stood at the south end, and it and 
the front of the house have almost entirely disappeared in 
decay. The picture, "The first home in Benton county as it 
appeared in 1905," shows the west side and south end of the 
house. The door shown is the one from which the path led to 

27 



the spring at the foot of the hill. Standing in this door one 
can look to the west and see the resting place of those whose 
feet so often trod that path, and whose hands patiently felled 
the oaks of the forest and built from them a home. The build- 
ers are gone, but many of the hewn oak logs are still in a fine 
state of presei'vation and show the careful strokes of the pio- 
neer who was the first to establish in Benton county that great- 
est of all American institutions — an independent home. 

Soon after Indiana was admitted to the Union Wabash 
county was made to include the territory now in Benton. In 
ISlIT this territory became a part of Fountain county, but was 
soon afterwards added to Tippecanoe. In 1830 what is now 
the south tier of townships was added to Warren, the remainder 
heing kept in Tippecanoe until February 1. 1834, when it be- 
came a part of White county. In January, 1835, all west of 
the line between ranges seven and eight became a part of War- 
ren, but within the next three years all of the territory now in 
Benton county had become a part of Jasper. 

"Hereafter all of that part of Jasper county, south of the 
line between townships 26 and 27 north, shall be and constitute 
an independent county, and shall be known and designated as 
the county of Benton,'" was the first mandate in the act creating 
Benton county, and, "The Board of Commissioners of said 
county shall meet at the house of Basil Justus, and shall, if 
necessary, hold two extra sessions for the purpose of transact- 
ing county business," was the next. The act further provided 
that "the Circuit court of said county shall meet at the house 
of Basil Justus in said county." The house which was thus 
chosen as the first county seat of Benton county was a com- 
fortable cabin built by Mr. Justus in 1835, situated a little less 
than a half mile south and a little more than a half mile east 
of where the Oxford school building now stands. The location 
was well chosen. Within a circuit of four miles around the 
pioneer's cabin were perhaps a dozen other homes of first set- 
tlors. Six miles to the southwest was another pioneer settle- 
ment, ten miles northwest was the Parish Grove settlement, 
while ten miles to the northeast were the homes of Thomas 
Timmons and the other pioneers who had later settled along 
East Pine Creek. 

Mr. Robertson's duties as organizing sheriff were so well 
performed that three county commissioners and a county au- 

28 



ditor wore soon ekitcd and held their first meeting nnder a 
large oak tree at tlie lioiue of Mr. Justus on July 28, 1840. The 
commissioners were Thomas Lewis of the Oak Grove settlement, 
Amos White of the East Pine_, and John Eobertson of Parish 
Grove. Mr. Justus was chosen the first auditor and acted as 
clerk of the board of commissioners. Amos White was chosen 
president of the board, which at once proceeded to divide the 
county into three commissioner's districts. Beginning at the 
Warren county line, a line was drawn north across the coiiuty, 
through the center of range eight. This is the line that is now 
occupied by the gravel road crossing the county through the 
town of Fowler. All of the territory in the county west of 
this line was placed in the first commissioner's district. Five 
miles north of the Warren county line, a line was drawn from 
the center of range eight to the center of range six. wiiich is 
twelve miles east of the center of range eight, and is the eastern 
boundary line of the county. All of that part of the county 
north of this east and west line, and east of the center of range 
eight, was placed in the second commissioner's district, and all 
south of this line, and east of range eight, was placed in tlie 
third commissionei-'s district. The next act of the commis- 
sioners was to declare that each commissioner's district should 
constitute a township, the first district to be called Parish 
Grove, the second Pine, and the third Oak Grove. 

The early pioneers in the county did not seek large tracts 
of land, so but d,^2Q acres had been entered previous to 1840. 
Of this amount 2,441 acres were in Parish Grove township, 
3,650 in Pine, and 3,429 in Oak Grove. The total valuation of 
all of this land was $47,468, and the total valuation of all im- 
provements and personal property in the county at that time 
was 123,147, making the total of all property in the county 
170,615. There were twenty-two men in Parish Grove town- 
ship between tlie ages of twenty-one and fifty, thirty in Pine, 
and twenty-six in Oak Grove. The running expenses of the 
county the first year were |592.61 and the taxes collected 
amounted to |371.03, leaving a deficit of |221.58, which it took 
three years to pay. The number of acres of land entered in the 
county increased to 9,913 acres in 1842, 13,541 acres in 1843, 
and 30,552 acres in 1844. During the next five years more land 
was abandoned in the county than was entered, leaving but 
29,877 acres claimed in 1849. During these years Chicago was 

29 



the most available point foi- the inhabitants of Benton county 
as a market for grain or other produce. With the ox-teams of 
those days it took from two to three weeks to make a journey 
to and from that thriving village. These long trips, which re- 
quired the wadiug of many sloughs and often the swimming of 
rivers, were very discouraging to new settlers. The timber 
lands had about all been taken and newcomers found it difficult 
to obtain material with which to build homes on the prairie. 
Schools had been oiK'iied in but three communities in the county 
and educational facilities were improving very slowly. For- 
tunately all of Ihcsc discouragements began to rapidly disap- 
pear in 18-llt. Aboul lliat time canal navigation was opened 
between Lafayette and ilic lakes, and that town became an 
imjiortant point of trade, easily reached by the settlers of Ben- 
ton county. New saw-mills were erected on Pine Creek and 
building material became accessible to home-builders. In 1848 
a law was passed providing for a levy of a State school tax in 
counties favoring such a levy. The people of Benton county 
favored this tax and at once commenced to provide schools 
wherever needed. As a result of these changes the number of 
acres of occu])ied lands rose from 29,877 in 1849 to 232,.526 in 
1853, and taxable property increased from |249,151 in 1849 to 
$1,172,832 in 18.53. The only other decline in improvement of 
the land conditions in Benton county occurred during the Civil 
War. The story of lienton county's part in that great struggle 
is forcibly shown in the abandonment of 24.000 aci'es of land 
by its owners, and the sadder fact that there were twenty-seven 
less men bclween the ages of twenty-one and fifty in the county 
at the close of the war than in 1800. 

The second step in the formation of the townships of the 
county was taken February 24, 18.51, when the west half of 
Pine was added to Oak Grove, leaving the former occupying 
the territory now contained in Gilboa, Pine, and one-sixth of 
Bolivar. In March, 185.5, a line was run from the west side of 
Pine to the Illinois line, dividing Parish Grove and that part 
of <>ak Grove extending across the county into halves. Wash- 
ington township was formed from the north half of Parish 
Grove and Prairie was formed from the north half of the part 
of Oak Grove that had extended across the county. In Decem- 
ber, 1855, tliis division was annulled and Washington and 
Prairie each again became a part of the township from which 

30 



it luul been formed. lu September, 1S5S, ;i Hue, begiuuiug at 
the south side of tlie county, was run four miles north on the 
center of range eight, then five miles west, then six miles north, 
then west to the State line^ cutting off a large part of Parish 
Grove township and forming it into West Pine. In June, 1860, 
West Pine was changed so that from the point five miles west 
of the center of range eight, the line run two miles north, then 
three miles west, then five miles north, then west to the State 
line. At the same time the territory now included in York and 
Richland was taken from the north end of Parish Grove and 
formed into York township. In March, 1861, a north and south 
line (center of range seven) was made to divide Oak Grove in 
the center and the east part of that township, with a mile-wide 
strip taken from the south end of I'ine, was formed into Boli- 
vai". Oak Grove was then given its present form of six miles 
square, and Prairie towuship — six miles east and west and 
twelve miles north and south — was formed from the northern 
part of Oak Grove. In June, 1864, Union township was formed 
from the north half of Prairie. In March, 1865, West Pine 
township was abolished and reunited with Parish Grove. In 
December, 1866, Gilboa township was formed from the north 
half of Pine. In December, 1868, Grant township was formed 
from the south half of Parish Grove, and Richland from the 
eastern part of York. In June, 1872, all of what is now Center 
township that lies west of the center of range eight, excepting a 
strip two miles north and south and one mile east and west (in 
the southwest corner), was added to Prairie townshij), and in 
September, 1875, this strip was added to Prairie and the town- 
ship's name changed to Center. In March, 1876, Hickory Grove 
township was formed from the western part of Grant. In 
September, 1876, the east half of section twenty-one, township 
twenty-four, in range eight, was taken from Oak Grove and 
placed in Bolivar, completing the township organizations of 
the county as they are at present. 

• Oak Grove, Parish Grove, Pine and West Pine townships 
derived their names from gTOves and streams. Washington 
was named for the ''father of his country," and Prairie's name 
indicated its wild, treeless meadows. Bolivar was named in 
honor of Bolivar Finch, who had received the name of the great 
South American Liberator Simon Bolivar. York was named 
in honor of New Y^ork, the native State of John Fleming, who 

31 



was a leading pioneer in York, and was chosen trustee at the 
first township election. Union was so named "because there 
was but one man in it who was not willing to give up all for 
the preservation of the Union." Gilboa was named in honor 
of its picturesque mound, and Grant received the name of the 
great general who was elected President about a month before 
the township was formed. Eichland's name refers to its fertile 
soil, Hickor_v Grove's to a grove of that name, and Center's 
name refers to its location in the county. 

The first county school official of Benton county was David 
McConnell who was appointed ^Seminary Trustee by the county 
commissioners on Septenilier 7, 18'4(). It was the duty of this 
officer to take charge of all flues collected and invest them with 
a view of building a county seminary* in which pupils from the 
township schools could pursue higher branches of study. The 
best evidence seems to make Isaac B. Wiggins and George Wig- 
gins the founders of this fund, the latter donating three dollars 
and the former one cent as "fines for breaking penal laws." 
This fund grew slowly, the fines being quite small, usually 
about three dollars for betting on horse races, two for selling 
liquor without license, two for profane swearing, and from one 
cent to one dollar for fighting. The funds were collected by 
court oflicials, and by them paid to the county treasurer, whose 
duty it was to deliver them to the Seminary Trustee and make 
a report of the same to the county commissioners. No clerk of 
the court or county treasurer seems to have made any report 
previous to 184S, at which time both of these officials were 
indicted and arrested for "official negligence" and fined twenty 
dollars each. When the law of 18.^2 abolished this fund and 
transferred it 1o ihe common schools, but |135 had been col- 
lected in llic county. Mr. McConnell's successors in office wei'e 
Samuel Kobertson. -lames F. Parker and Thomas Lewis. 

In the fall of 1840 Thomas Jennings was appointed as 
school cojniiiissioner, whose duty it was to assist the trustees 
of Congressional townships in the management and sale of 
school lands. Mr. Jennings made the first sale of school 
lands in Benton county on November 12, 1841. His suc- 
cessors were Thomas Griffin in 1843, William Smalley in 1846, 
and Ilartley T. Howard in 1849, the office disappearing with 
that of Seminary Trustee. June 6, 1848, ^Ir. Smalley made a 
report showing .1fo4(i.40 as the total school funds on hands in 

32 



the county. Mr. Howard was county auditor at the same time 
he was school commissioner, and his report for June 3, ISoO, 
shows the total common school fund at that time to have been 
$743.03. The county auditor's report, June 7, 1852, shows a 
total of 11,242.43 Congressional, Saline, Bank tax and Sem- 
inary- funds on hands and loaned. An interesting feature of 
the loans in those days was the small amounts loaned, some 
as low as five dollars and from that up to one hundred. 

As previously stated, the people of Benton county approved 
the law of 1848 which permitted the levying of a school tax on 
entire counties. On October 1, 1849, a total school tax levy of 
1295.39 was made on the 1249,151 total taxables and the 185 
polls then in the county. Of this amount $215.48 was collected 
and distributed according to enumeration. This money was the 
first public money used in paying all of the teachers in the 
county, though some CongTCSsional township school funds had 
been previously used in township twenty-four north, range 
eight west. In 1851 the sum of |425.34 of the county school tax 
fund was distributed, and §446.73 in 1852. The laws of 1852-3 
provided for a uniform State tuition levy. The county distribu- 
tion of this tax in 1855 was |542, and |584 in 1858. The total 
enumeration of the county in 1854 was 767, 902 in 1856, 997 in 
1858, and 1,052 in 1860. Beginning with 1861 the total annual 
enumeration of persons between the ages of six and twenty-one 



has been as follows : 1801, 99 



1,154 
1,505 
2,670 
3,683 
3,750 
4,270 
4,300 
4,043 



1805, 1,182; 1866, 1,272 
1870, 1,694; 1871, 1,854 
1875, 3,257 ; 1876, 3,412 
1880, 3,725; 1881, 3,781 
1885, 3,947; 1886, 4,039 
1890, 4,171; 1891, 4,108 
1895, 4,234; 1896, 4,048 
1900, 4,010; 1901, 3,977 



; 1862, 808 
1867, 1,328 
1872, 2,075 
1877, 3,434 
1882, 3,774 
1887, 4,123 
1892, 4,185 
1897, 4,131 
1902, 3,909 



1863, 1,0.52; 1864, 
1868, 1,355; 1869, 
1873, 2,374; 1874, 
1878, 3,443 ; 1879, 
1883, 3,830 ; 1884, 
1888, 4,196 ; 1889, 
1893, 4,225; 1894, 
1898, 4,211 ; 1899, 
1903, 3,822; 1904, 



3,720, and 1905, 3,039. It will be seen that the enumeration of 
the county reached its highest point eleven years ago, and that 
there has been a decrease of 661 persons of school age since 
that time. Beginning in 1861 the taxpayers of Benton county, 
during the next ten years, paid into the State common school 
fund the sum of $29,569.74, and there was distributed in the 
county $24,283.22, leaving $5,286.52 that was distributed to 
other counties in the State. During the ten years beginning 



33 



with 1,S71 iuxl emliug with 1880, |96,523.3-t was paid into the 
State scliool fund and |77,8!>:i.L'l' was distributed in the county, 
leaving fl8_.631.12 that was distributed elsewhere. The next 
ten rears, ending with 1890, |115,981.49 was collected and 
1101.884.08 distributed in the county, leaving 147,125.07 that 
was distributed elsewhere. During the last five years $95,977.50 
has been collected and |54,769.21 distributed in the county, 
$41,208.29 going to other counties. These figures show that 
since 1860 the people of Benton county have paid into the State 
common school fund the sum of |o03,907.51, and that but 
$377,558.50 of this amount has been returned and distributed 
to Ihe schools of this couut_v. leaving a grand total of 
$120,349.01 that has gone to sustain schools in other parts of 
the State. This is over seventy-two per cent, of the present 
value of all the school property in Benton county and would 
pay tlie combined salaries of all teachers in the county for over 
two and one-fifth years. The year 1870 is the only one in the 
history of the county in which more of the State school fund 
was distributed than collected, the collections that year amount- 
ing to .|!3,5S9..32 and the distribution to .$4,231.94. In 1857 the 
first schoolhouse building tax. amounting to $2,693, was levied. 
The first township special school tax was levied in 1802, and 
the first local tuition tax in 1809. 

On October 17. 1853, Henry L. Ellsworth purchased a sec- 
tion of school land in Benton county, ilr. Ellsworth became a 
large investor, owning at different times over sixty thousand 
acres of land in the county. He had come West from Connecti- 
cut and settled in Lafayette. His most frequent companion 
when riding over his Benton county land was a daughter with 
an interesting history. On ^larch 3. 1S43, Congress appropri- 
ated .*30,000 to enable Professor Morse to complete the inven- 
tion of the electric telegraph and build a line from Washington 
to Baltimore. At that time many of tiie jieople of the nation 
looked upon Professor Morse as a visionary and the ai)propria- 
tion as a waste of public money. As a result of this feeling 
many Congressmen were censured, and some of them afterwards 
defeated, for voting the $30,000 to him. He used all of the 
money but was unable to complete his work with tiie amount 
that had been given. Mr. Ellsworth was then United States 
Commissioner of Patents, and his daughter had been the first 
person to congratulate Profes.sor ilorse after the appropriation 

34 



had been made. Eeiiieaibering this, the latter appealed to her 
father for aid. It was found that ^10,000 more was needed 
and Mr. Ellsworth supplied that amount. The work was com- 
pleted and the inventor's gratitude to father and daughter led 
him to bestow upon the latter the great honor of framing the 
first dispatch sent over the line. Sitting bv his side in the old 
Supreme Court-room of the Capitol at Washington at forty-five 
minutes after eight o'clock. Friday morning. May 24. 1844, 
Annie G. Ellsworth indited to Professor Samuel F. B. Morse 
the memorable words: ••^^■hat hath God wrought!" which he 
immediately transmitted to his friend and assistant. Alfred 
Vail, at Baltimore, who rejieated the words back to Professor 
Morse. Years later the inventor said : ''No words could have 
been selected more expressive of the disposition of my own 
mind at that time, to ascribe all honor to Him to w'hom it truly 
belongs." 

Mr. Ellsworth's investments in lands proved so profitable 
that he was enabled to leave his daughter a fortune, which she 
and her husband used in founding the well-known "Century" 
magazine of Xew York, but she ever remembered her interest- 
ing journeys to Benton county. 

The awakening which began in 184!) brought into Benton 
county advocates of various educational theories. Among these 
was John O. Wattles, a highly educated, intelligent and wealthy 
gentleman from the vicinity of Cincinnati, later a resident of 
Tippecanoe county. Charles Fourier was born in France in 
1772 and died in 1837. He was a w-ealthy merchant's son, 
highly educated, and traveled extensively. He made a special 
study of the conditions that produced poverty, crime, ignorance, 
idleness, disease, war, oppression and misery, and reached the 
conclusion that a proper association of all classes of people 
■would destroy all of these evils and produce general riches, 
honesty, industry, health, peace and universal happiness. He 
believed that laws of harmony, like the natural laws that 
govern the revolution of the planets and the union of atoms in 
all physical bodies, should govern associations of men. Each 
of these associations he called a Phalanstery — firm and solid 
organization — to be composed of 400 families, all of whom 
should live in one immense building, in the center of a large and 
highly cultivated body of land, and furnished with work-shops, 
studios, and all of the appliances of industry and art. The 

35 



property of each association formed was to be held in shares 
and the whole product of the industrial and artistic groups was 
to be divided into twelve parts, of which five parts were due to 
labor, four to capital, and three to talent. After many Phal- 
ansteries were formed they were to be united in groups. Har- 
mony was the keynote of Fourierism. In 1825 Robert Owen, a 
disciple of Fourier, founded an association on the Wabash river 
in Posey county, Indiana, and called it New Harmony. The 
chief difference between Fourier and Owens seems to have been 
that the latter assailed religious beliefs while the former di- 
rectly assailed no form of worship. Mr. Owens was a humane 
man and endeavored to keep his followers free from vice, but 
turned the most of his energy into efforts to educate the mem- 
bers of his association and lead them to believe in the neces- 
sity of the reorganization of all society on the principles of 
socialism. 

Robert Owens failed, but the discussion of his efforts awak- 
ened the interest of George William Curtis, Nathaniel Haw- 
thorne, Charles Dana. Horace Greely, and other men of a phil- 
osophic turn of mind. As a result of this interest the "Brook 
Farm Association of Education and Agriculture" was organ- 
ized in 1841, and was established on a farm of two hundred 
acres at West Roxbury, Massachusetts, eight miles from Bos- 
ton. As ignoring religious beliefs had been one of the causes 
of Mr. Owens's failure, the Brook Farm associates made re- 
ligious liberty their dominant idea, claiming, reverently, that 
Christ had come into the world to reorganize society, and that 
any effort in that direction would be worthy and acceptable to 
Him. The result of the labor — physical and mental — of each 
member of the association was to go into a common fund which 
was to be used for the benefit of all. Brook Farm was on the 
verge of failure when, on the night of March 3, 1846, the "Phal- 
anstery" burned, and was never rebuilt. 

Believing the causes of the failure of the associations de- 
scribed could be remedied, John O. Wattles labored zealously 
for four years to found an institution of similar nature in 
either Benton or Warren county. Thomas Atkinson. Leroy 
Templeton and others prominently identified with the educa- 
tional interests of Benton county became interested in Mr. 
W^attles's movement and, in 1854, assisted him in completing 
the organization and establishment of the "Grand Prairie Har- 

36 



rnouial Institute." Mr. Wattles purchased 350 acres of laud 
in sections tive aud eight, township twenty-three, range 
nine west. This land is in Warreu couutj', the north line of 
section five being a part of the south liue of Benton. Three 
buildiuys were erected, including a residence for instructors 
and students, a workshop and a schoolroom. Horace Greely of 
New York, Thomas Trusdale of Brooklyn, Edgar Ryan, Charles 
High and James E. M. Bryant of Warren, and Leroy Temple- 
ton of Bentou county were anioug the officers and managers of 
the association. The purpose iu founding the instituion is best 
stated iu its constitution, a part of which reads as follows: 
"Because the Constitution of man is two-fold — Physical and 
Mental — his education should be made to correspond. To ac- 
complish this, a Farm, a Garden and Work-shops are required 
to furnish the necessary labor, as well as a suitable College 
Building for the development of the Mental Powers. The Farm, 
the Garden, and the Work-shops are designed to produce suffi- 
cient labor to render them Self-supporting Institutions. 

'•The Institutiou shall have power to establish Medical, 
Normal. Agricultural and Mechanical departments, and confer 
degi-ees appropriate to such Institutions. 

"The course of Instruction shall be such as is best calcu- 
lated to develop all of the powers of Man, both of Body and 
Mind; and shall be in accordance with the knowledge fur- 
nished by the best symptoms of Physiology and Psychology 
extant, and shall be sufficiently liberal to admit of the progres- 
sion which his nature demands. 

"In Connection with the Farm, the Garden and the Work- 
shops, all the various conditions of the students may be pro- 
vided for, and their natural inclinations, adaptations and pre- 
dilections duly regarded. Physical labor, to the amount neces- 
sary for bodily health and vigor, will be required of each mem- 
ber of the Institution, and money, or equivalent, shall in no 
case be received as a substitute. The amount of labor per diem 
shall be regulated by the College Council, which shall in no 
case fall short of ten hours per w-eek. [Students living near 
enough to labor at home were exempted from these labor regu- 
lations.] 

"That the students may receive the greatest benefit from 
intellectual pursuits, studies bearing directly upon the business 
they are engaged in, shall be pursued in the College. Those who 

37 



follow Agiicnlture. shall study such works on AgTiculture as 
are furnished in the teaching department, Reading Room and 
Library. Those pursuing Mechanical branches, [shall study] 
works on Architecture. Mechanical Arts, Inventions, &c. Those 
who labor in the Garden [shall] study works on Horticulture, 
Gardening, and Pomology; and all these various subjects shall 
be illustrated and enforced in lectures by the teachers, scien- 
tific apparatus and practical experience, that the studies may 
instruct the laborer, and the labor complete the mental concep- 
tion of the student. 

"It shall be the great design, in the course of instruction 
pursued, to develop each distinct mental faculty by a natural 
order of cultivation in the use of the appropriate means which 
the Author of that nature has furnished, and to prepare the 
students not only to fill with ability the various stations in the 
present order of society, as Teachers, Lecturers, Mechanics, 
Artists, Professors, &c., but also to qualify' them for a higher 
and nobler order of social life to which the attributes of the 
mind of Man seem destined to lead him. The studies shall be 
mainly Anthropological [belonging to the nature of man], with 
their collaterals, Literary and t^cientiflc. 

"Persons wishing to enter the College, are required to bring 
certificates of good moral character, satisfactory to the Board 
of Managers. 

"Five years shall be considered the shortest period of time 
necessary to complete a thorough college course." 

Provisions were made for receiving donations — subsci'ip- 
tions, bequests and scholarships — to an amount not to exceed 
1200,000. The stock was divided into shares of |50 each, and 
no one was permitted to own more than seventy-five shares. 

The Board of Managers chose Dr. Childs of Cincinnati as 
principal of the institution, and it opened with twelve students. 
Within a year it was visited by Horace Greely and Robert 
Dale Owen (the latter a son of the founder of New Harmony) 
and approved by them both. The attendance grew and an as- 
sistant was employed. Mr. Eldridge, the assistant, bad been in 
the school but a short time when he fell in love with Cornelia 
Cliilds, the accomplished daugliter of the principal. A year 
went by and the wedding came. Dr. Childs and Mr. Eldridge 
were both of Quaker antecedents and believed in the old Civil 
Law marriage ceremony in which the parties entered into a 

38 



uianiujie i-outract without the services of a iniuister. Tlie 
wedding was largely attended and the marriage agreemeut was 
perfected iu the presence of the assembled guests, who, after 
congratulating the happy bride and groom, sat down to a regal 
feast that was much enlivened by the witticisms of a number 
of distinguished visitors. The wedding guests had scarcely 
departed when a rumor that the school had been changed to a 
free-love institution began to spread throughout the country. 
There could have been no wedding, people said, because there 
was no minister present; and yet the principal's daughter and 
assistant were living together as man and wife. Patrons of the 
school became alarmed. They did not understand the nature 
of this to them strange marriage ceremony; they only knew 
that they did not want their sons to imbibe false ideas of home 
life. So one by one the students were withdrawn from the 
school until none remained, and the institution that had been 
given so much labor and thought was abandoned in the second 
year of its existence. Whether right or wrong in their attitude 
toward the school, the reverence with which the pioneers re- 
garded the institution of marriage, and their respect for the 
sacredness of home ties, is greatly to their credit. 

On the sixth of Sei)tember, 1853, George Campbell, Thomas 
Torrence and Hartly T. Howard were appointed the first school 
examiners in Benton county. The law of 1853 provided for the 
annual ajipointment of three examiners by the county commis- 
sioners. The first examiners seem to have been all reappointed 
until 1858 when John M. Crosson succeeded Thomas Torrence, 
and AnsoD Hurd succeeded either Mr. Howard or Mr. Campbell 
in 1859. In 1861 the law was changed to the appointment of 
one examiner to serve three years. On June 30, 1861, the 
county commissioners tendered the position to Dr. Theophilus 
Stembel. but he declined it, and Blackston Freeman was then 
chosen to fill the office. John Campbell succeeded Mr. Freeman 
in 1864, and he was succeeded by John Alexander Campbell in 
1865. The latter served three full years and was succeeded by 
Sampson McMillan in 1868. Henry C. Neal was appointed in 
1871 and served until the office was abolished in 1873. 

The work of school examiners is best described in a letter 
written by one who served in the later fifties. He says : "While 
I was examiner there were two others in the county, but I 
probably did not know who they were. I ran on my own hook 

39 



and had no conimimication with my brothers on the board. I 
took applicants into my sitting-room, talked with them and 
sized them up, asked them questions in the three R's and other 
branches and licensed them or refused them. Frequently the 
teacher had taught the school and only came to me when the 
township treasurer refused to pay him his beggarly pittance 
until he had a license. I took a sheet of foolscap and wrote the 
license, every woi'd." The examiners had no fixed time for 
holding examinations, asked such questions as suited them, 
sometimes none, and charged a fee for each license issued. They 
paid little or no attention to either teacher or school after a 
license had been issued, until after ISGl, when the law was 
passed providing for but one examiner. After that schools 
were sometimes visited by the examiner, but no regular system 
of either visiting schools or licensing teachers was established 
until some years later. 

Sixty years ago there were but two schoolhouses in Benton 
county and they had been built by donations from the pioneers. 
A third school was taught in a private house and all were sus- 
tained by subscriptions from the patrons. Then but 29,767 
acres of land had been entered in the county. In 1846 the tax 
value placed on all of this land was $101,404:. The improve- 
ments were valued at |16,337, and personal property at |C7,810. 
The total amount of tax assessed that year was f 1,409.14. Ten 
years later the number of schools had increased to fourteen, in 
which .")(n pupils were enrolled and taught by nine male and 
five female teachers. The former received an average of |32.20 
a month and the latter |17.43. The average length of the school 
year was fifty-five days. The total amount spent in the county 
for school purposes was 11,610.06. That year (1856) .$1,050.96 
State school tax was paid but |652.80 of which was distributed 
in the county. There were 994 taxpayers in the county, 513 of 
whom i)aid taxes on property valued at .|500 or less. The land 
entered then amounted to 269,945 acres, valued at fl,082,244, 
with improvements worth .|107,171, and personal property esti- 
mated at $348,874. The total tax levied was .f32,107, including 
a State school tax of $1,748. The number of schools in 1864 
was twenty-seven, and forty-three in 1871. In the former year 
1,078 pupils were enrolled with a daily average of 516; the 
latter year 1,568 were enrolled and the daily average was 
1,078. In 1870, 52 days were taught in Pine, 60 in Richland. 

40 



70 in Grant aud Uuion, 80 iu Bolivar, Oak Grove and Gilboa, 
116 in York, 120 in Prairie, and 130 in Parish Grove. The 
total of the taxables in the eonnty was |l,954.004r in ISGl, and 
§3,182,739 in 1S70. 

Frank C. Cassel was elected the lirst superintendent of the 
schools of Benton county on Monday, June 2, 1873. Mr. Cas- 
sel formed and tried to execute some definite plans for school 
organization, but his term was too short to complete the work. 
In June, 187.5, he was succeeded by Benjamin F. Heaton. He 
served as both principal of the Fowler school and county supei'- 
intendent during the first year after his election. On Saturdays 
Michael Duffy assisted him in holding teachers' examinations 
and grading their manuscripts, teachers then paying one dollar 
each examination fee. Mr. Heaton is remembered as a pleas- 
ant, courteous gentleman with fine educational qualifications 
for the position. In June, 1877, C. E. Witten succeeded Mr. 
Heaton, and the former was succeeded by W. B. Maddock in 
June, 1879. 

Benjamin F. -Johnson was elected county superintendent on 
the first Monday in June, 1881, and was re-elected in 1883, 1885, 
1887 and 1889, serving ten years continuously. Mr. Johnson 
had been principal of the Oxford school since early in 1877, and 
had given much consideration to the needs of the schools of 
the county before his election. He felt that the greatest of 
these needs was a course of study which all teachers could use 
as a guide to their work in the schoolroom. He at once pre- 
pared such a course and submitted it to the county board of 
education at a meeting held on August 25, 1881. The course 
was unanimously approved by the board, 300 copies ordered 
printed for the use of teachers and officers, and the work of 
tiniformity in the schools of Benton county was permanently 
established. The following is a synopsis of the course of study 
then adopted : 

First Ye.\u. 

Reading — Word Method ; Charts and First Reader. 
Spelling — Short words by sound aud by letter. 
Writing — Slate and Blackboard work. 
Numbers — Counting to 100 ; Simple Combinations. 
Language — Oral instruction with reading lessons. 

41 



Second Year. 

Reading — Review First Reader, and part of Second. 

Spelling — All words of reading lessons. 

Writing — Slate and Blackboard work. 

Numbers — Simple exercise in combining numbers. 

Language — In connection with reading lessons. 

Third Year. 

Reading — Second Reader completed. 

Spelling — All words of reading lessons. 

Writing — Copy Book No. 1, with pencil and pen. 

Numbers — Multiplication Table and combinations in four 

fundamental rules. 
Language — Oral instruction, use of words, etc. 

Fourth Year. 

Reading — Third Reader to page 100. 

Spelling — Oral and written from reader and speller. 

Writing — Copy Book No. 2. 

Arithmetic — Primary completed. 

Geography — Directions; outlines; home geography. 

Language — Oral instruction. 

Fifth Year. 

Reading — Third Reader completed. 

Spelling — Oral and written from reader and speller. 

Writing — Copy Book No. 3. 

Arithmetic — Intermediate to Decimals. 

Geography — Introductory; through the United States. 

Graiiiiiiar — Elementary to Syntax. 

Sixth Year. 

Reading — Fourth Reader to jjage 125. 
Spelling — Oral and written, with definitions. 
Writing — Copy Book No. 4. 
Arithmetic — Intermediate completed. 
Geography — Introductory completed. 
Grammar — Elementary completed. 

42 



Seventh Year. 

Reading — Fourth Eeadei" completed. 

Spelling — Oral and written definitions. 

Writing — Copy Book No. 5. 

Arithmetic — Complete, to Percentage. 

Geography — School Geography through United States. 

Grammar — Harvey's English to the verb. 

Eighth Yeak. 

Reading — Fifth Reader begun. 
Spelling — As in lower gTades. 
Writing — Copy Book No. G. 
Arithmetic — Complete, to Interest. 
Geography — School Geography completed. 
Grammar — To syntax and review. 
U. S. History — To Administrations. 

Ninth Year. 

Reading — Fifth Reader completed. 

Spelling — As in lower grades. 

Writing — Copy Book No. 7, and business forms. 

Arithmetic — Through the complete. 

Grammar — From syntax through the book. 

U. S. History — Through the book. 

Tenth Year. 

Algebra — Begun. 

Physiology — Begun and completed. 

English — Analysis. 

Arithmetic — Reviewed. 

U. S. History — Reviewed. 

Geography — Reviewed. 

In thinking of this course it should be borne in mind that a 
school year at that time varied from three to five and a half 
months, instead of from seven to nine months as it does now. 

The first year's work with the course of study must have been 
satisfactory as the minutes of the next meeting of the county 

43 



board of edueatiou, held Maj' 1, 1S82, describe the session as 
one of "great enthusiasm over the success of the schools." and 
another steji was taken by the adoption of uniform text books. 
At this meeting Mr. Johnson strongly advocated better prepara- 
tion on the part of the teacher and the board instructed him 
to hold a county normal at Oxford the following summer, and 
another at Fowler in the summer of 1883, to give the teachers 
an opportunity for instruction in all lines of school work. To 
encourage teachers to attend these meetings a rule was adopted 
to "multi]ily the teacher's general average on his license by two 
and one-half, and consider other fitness for teaching when fix- 
ing his salary." In May, 1883, Mr. Johnson recommended the 
printing of a county manual and his recommendation was ap- 
proved l)y the board. At the same meeting the "Home and 
School A'isitor" was adopted for use in the schools and 1.300 
copies ordered. In Maj', 1884, the question of planting trees 
on school grounds was discussed by the board. The school 
manual arranged for at the May meeting in 1883, appeared in 
the summer of 1884. It contained forty-eight pages devoted 
principally to the duties of teachers. It stated that : "A gen- 
eral average of 70 per cent., not falling below 60 in any of the 
first nine items, entitled the applicant to a six months' license; 
an average of 80, not falling below 75, a twelve months' license; 
an average of 90, not falling below 75, a twenty-four months' 
license, and an average of 95, not falling below 80 in the first 
eight items, nor below 90 in the ninth and tenth items, entitled 
the ap]ilicant to a thirty-six months' license." 

As Ihe years went by the qualifications of teachers were 
gradually raised, the course of study strengthened, and better 
text books selected. The school years were usually divided into 
a summer and winter term, the former beginning about the 
first of April. Vacations were sometimes held in the winter 
temi to enable the larger boys to help with corn husking. The 
questions of more attention to writing, better spelling, and 
better township institutes were discussed then as now. Early 
in 1888 Mr. Johnson began the i)reparation of his second manual 
wliich was coniiileted and published in the summer of 1889. 
It contained sixty pages and over half of it was occupied with 
the discussion of a course of study that had been adopted at a 
state meeting of county superintendents held June 26, 1888. 
Other interesting parts of this manual were articles on "Defects 

44 



in Teaching," "Eequisites of Good Teacliiug," and "Morals and 
Manners."' It stated that the total enrollment of pupils in the 
Schools of the county foi- the school year lSSS-9 was 3,4-5, and 
the average daily attendance, 2,262. The per cent, of at- 
tendance in the different townships and towns was as follows: 
Bolivar GO, Center 65, Gilboa 70, Grant 67, Hickory Grove 70, 
Oak Grove 60, Parish Grove 70, Pine 56, Richland 66, Union 
60. York 67, Fowler 71, Oxford 77, Boswell 60 and Ambia 58. 

Mr. Johnson gave much time and attention to the organiza- 
tion of high school work which began to take definite form in 
Oxford and Fowler in the early eighties. During his ten years' 
administration as superintendent he was fully alive to every 
interest of the schools of the county. His personal aid rescued 
many young teachers from failure. His suggestions were al- 
ways practical and helpful and were most cheerfullly given, 
and. as many who taught in the eighties say, "he did a great 
work for the public schools of Benton county." 

Charles H. West succeeded Mr. Johnson in June, 1S91. Be- 
sides looking after the work of general organization in the 
schools, Mr. West at once began to put forth his most earnest 
efforts in encouraging and assisting teachers to make better 
preparation for their work. He secured competent assistants 
and continued the summer county normals that had origin- 
ated in Mr. Johnson's term. Several of these meetings were 
held in the six years of Mr. West's administration and they 
proved to be very helpful to the teachers that attended them. 
At the first meeting of the county board of education after Mr. 
West's election it was decided not to employ non-resident 
teachers holding less than a twelve months' license. At the 
next meeting provisions were made for the granting of rolls 
of honor, large and small. May 1, 1893, the board passed the 
rule requiring each teacher to purchase a copy of each text 
book used in his school. September 1, 1893, the board passed 
the rule that common school graduates must write and hand 
in at the graduating examination an original essay, or a re- 
view of some reading circle book, containing from 300 to 500 
words, "and it must be accompanied by an affidavit saying that 
it is the pupil's own work, before being permitted to graduate." 

Common school graduation begniu under Mr. Johnson in- 
1882 and the "First Common School Diploma" granted is 
shown in the picture with that title. It has been impossible to- 

45 



learn the names or miniber of graduates during Mr. Johnson's 
time. During Mr. 'West's six years' administration 551 pupils 
graduated from the common schools, an annual average of 
about 92. The last year he was in office 110 pupils were en- 
rolled in the commissioned and thirty five in the non-commis- 
sioned high schools in the county. Of these high school pupils, 
thirty-one of tlie former and eleven of the latter graduated. 
Eleven teachers were doing liigh school work. The total value 
of the school property in the townships at that time was |75,- 
275 and |34,C'iO in the towns. The average daily wages of 
male teachers in the townsliips was |2.25; females, $2.01. 
Wages in towns: males, |3.53; females, |2.44. That year the 
teachers in the townships were paid a total of |31, 193.55, and 
those in the towns, $11,130.95. The running expenses of the 
township schools, $9,297.88; of the towns, |6,249.54. The total 
per capita expenses of all pupils in the county was f 17.32; in 
the township schools, $19.02, and in the towns, $13.99. The 
total enrollment in tlie county was 3,365, and the per cent, of 
attendance in the different townships and towns was as fol- 
lows: Bolivar G6, Center G9, Grant Go, Gilboa G2, Hickory 
Grove 60, Oak Grove 71, Parish Grove G4, Pine 64, Richland 71, 
Union 72, York 64. Amhia G9, Tioswell G6, Earl Park 87, Fowler 
81 and Oxford 83. 

Mr. AVost did much earnest and successful work for the 
Young Peoples' Reading Circle and helped to create a love for 
good reading that has continued to grow in many communi- 
ties, lie (>ncourag€d teachers to send work to the World's Co- 
hiniliian Exposition at Chicago, and Bolivar, Oak Grove, 
Union, I'arish Grove, York and Gilboa teachers sent some work 
of much merit. Mr. ^^'est was ])0])ular with teachers and pu- 
pils and the educational interests of Benton county moved 
steadilj' forward during his administration. 

On June 7, 1897, L. A. McKnight, the present superin- 
tendent, was elected for a term of two years. June 5, 1899, he 
was unanimously re-elected for a term of four years, and on 
June 1, 1903, he was again uanimously re-elected for a term of 
four years, expiring June 10, 190". Though fully appreciating 
the efforts of his i)redecessors to secure the best possible prepa- 
ration on the part of the teacher, he felt that the time had 
come for a change in the manner of preparation. He called a 
meeting of the county board of education and strongly advo- 

46 



cated better wages for teachers, urging an advanee that 
would enable them to attend regular normal schools or colleges 
during the summer vacation. The trustees began the advance 
at once and kept it up until they had reached a point almost 
as high as that established by the minimum wage law before 
that law was passed. In two years wages were advanced about 
15 per cent., many teachers were attending the best of normal 
schools, and "the good work still goes on." 

Though he felt it to be his duty to refuse to grant licenses 
to many young men and women that wanted to teach, the 
sympathies of the superintendent were always with those that 
seemed to be otherwise worthy, and he soon started the agita- 
tion for more and better high schools so that all young people 
might have a chance to secure a better education at home. This 
agitation met with a pi'ompt response from the school officers 
in every part of the county, and to these officers and the high 
schools of the county great credit is due for the rapid advance 
in the qualifications of the teachers of Benton county. The 
first year of the writer's administration there were ninety fail- 
ures at the different teachers' examinations. This number gi'ew 
less each year until in l'J04 there were but eighteen failures on 
examinations that were much more difficult than those held 
seven years before. Not long ago a careful investigation in 
the matter of qualifications of teachers developed the fact that 
the teachers of Benton county had in six years risen from below 
the average in Indiana to the seventh place among the ninety- 
two counties of the State. But the teachers of Benton county 
are still advancing and intend to advance until they reach the 
top. 

Desiring to place the non-commissioned high schools of the 
county in a position to do more effectual work and secure 
higher recognition, the superintendent in 1898 suggested a uni- 
form non-commissioned high scliool course to the county board 
of education. The board unanimously' approved the sugges- 
tion and directed him to proceed with the work, but inserted 
a proviso that the course should be one that would meet with 
the approval of all of the non-commissioned high school teach- 
ers. Meetings of these teachers were held that year and the 
next, but no agreement could be reached. The failure to es- 
tablish a three years' uniform course led the trustees of Parish 
Grove, York, Union and Gilboa to establish three years' town- 

47 



ship courses. Numerous changes in teachers having occurred 
and the benefits of uniformity being better understood, the 
matter was brought before the county board of education again 
in May, 1903. It was again unanimously approved by the 
board and the superintendent was instructed to prepare a 
course. Several consultations with high school teachers were 
held, a course was agreed upon, and was adopted by the 
board. A year's work with the course led the superintendent 
to the belief that some changes for the better could be made 
and the board authorized him to make such alterations as he 
thought best. The course is now as follows: 

FIRST YEAR. 

First H.\lf. Second H.\lf. 

•Algebra. ^Algebra. 

•Composition and Rhetoric. *Composition and Rhetoric. 

•Ancient History. *Ancient History. 

Physical Geography. Botany or Agriculture 

Latin. Latin. 

SECOND YEAR. 

•Algebra. *Plane Geometry. 

•Composition and Literature. *Composition and Literature. 

•Medieval and Mod. History. *Medieval and Mod. History. 

Bookkeeping. Elective. 

Latin. Latin. 

THIRD YEAR. 

Plane Geometry. Review of Arithmetic. 

•Literature — Masterpieces. *Literature — Masterpieces. 

American History. Civics. 

•Physios. *Physics. 

Latin. Latin. 

All subjects marked with an asterisk are required. Latin 
may be taken in the first year instead of physical geography 
and botany or agriculture, the second year instead of book- 
keeping and an elective, and the third year instead of plane 
geometry and review of arithmetic, or instead of American 

48 



history and civics. The trustee or school board decides 
whether Latin shall take the place of the other studies that 
may be omitted or not. Four studies only are intended to be 
carried by the pupil at any one time, but circumstances may 
arise in which a pupil may be i>ermitted to make up neces- 
sarily lost time by studying and reciting additional subjects. 
Pupils completing the course will be granted diplomas by the 
county board of education, countersigned by the principal (or 
superintendent) and trustee, or school board, of the school cor- 
poration in which ,the course is completed. 

Common school pupils are required to complete the '"Uni- 
form Course of Study for the Elementary Schools of Indiana" 
as outlined by the State Superintendent of Public Instruction 
before entering high school. Slight changes are frequently 
made in this course, but the chief subjects of study are usually 
about as follows: Reading, Writing, and Spelling eight years; 
Language and Grammar five years; Arithmetic six years; Geog- 
raphy five years; History four years, and Physiology two years. 
Primary work in Nature Study. Language, History and Geog- 
raphy may be done without a text book in the hands of the 
pupils. The course provides for the study of Music, Pictures, 
Agriculture and Physical Culture, but does not require these 
subjects to be taught. At the comi)letion of the elementary 
course the pupil receives a diploma which gives him the right 
to enter high school without examination. 

It was felt that more could be done to encourage pupils in 
the common schools. Children are usually willing to work 
when led to see the purpose of their labor. The school is a 
place of preparation for the affairs of life, and boys and girls 
should be led to see how an education helps them and how it 
will continue to help them to be more useful and successful 
in all the affairs of life. Teachers were urged to keep these 
thoughts before their pupils. But pupils need more than 
the aid and encouragement of their teachers alone. To do 
their best they must have all the encouragement that parents 
can give them in their struggle for knowledge. The teacher 
may urge them on, but few indeed are the pupils that complete 
■even the common school course without the encouragement of 
their parents. To awaken a more general interest among the 
parents, the superintendent favored holding common school 
commencements throughout the county each year. The trus- 

49 



tees all eiiteied into this work with iiincli enthusiasm and 
these annual meetings have exerted a great influence on both 
eonimon and high school interest and attendance. During 
the last four rears (ending in 1897) preceding the establish- 
ment of annual common school commencements, the number of 
common school graduates was 369. During the four school 
years ending in 1905, OoO pupils graduated from the common 
schools, an increase of 70% P^i' cent, over the four years ending 
in 1807. In 1897, with a total enumeration of 4,131, there 
were 97 graduates. In 1905, with a total enumeration of but 
3,G39, there were 188 graduates. About 50,000 people have 
attended the common school commencements held in the last 
eight years, and popular interest in them has steadily gi'own. 
■"These meetings," said a wide-awake patron, ''give us all a 
chance to encourage our young people. I have attended them 
for seven years, and it is wonderful how they inspire the young 
folks to seek a better education." It is ironcJcrftil. 

During the school year ending in 1897, 145 students did high- 
school work in the schools of Benton county. During the last 
school year 345 high school students wei'e enrolled in the high 
schools — an increase of 138 per cent. Where 100 boys and 
girls were seeking a high school education in 1897, 238 are now 
following in their footsteps. The high school attendance in 
the commissioned high schools has increased from 110 to 1!10, 
and thai of the non-commissioned from 35 to 135. Ninety-two 
per rent, of the common school graduates for 1903 entered high 
schdol fur llio year 1903-4, 154 in all. It is wonderful; so won- 
derful iliai Siipci inlendent Cotton has declared that this sur- 
passes any record of progress from common to high schools ever 
iiuide in the State. This is a great honor. Indiana is second 
to no Stale in the Union in educational progTess. Her proud 
position is in tiie front rank, and she has placed the laurel 
wreath of victory upon the brows of the bright and ambitious 
common school graduates of Benton county. But this is not all. 
There are l(i4 high school graduates now to each 100 seven years 
ago, an increase of ()4 per cent. Taking the last school year as a 
basis, 06 i)er cent, of the non-commissioned and 68 per cent. 
of the commissioned high school students that enter the schools 
in Benton county complete the course and receive diplomas. 
"How have you brought all this about?" has often been 
asked of the superintendent. lie has done only his share of it. 

50 



'•llaniKiiiv is lu'aveu'si highest hiw." Hai-uiony has done it. 
Tnisti't's. siliool boards, superintfudents. principals teachers, 
pupils and patrons, all working together in harmony, have 
brought to Benton connty her proud iiosition in the educational 
atfairs of the State. 

In ISOS a county oratorical contest was held to bring the 
common school graduates together to encourage and inspire 
each other for future work. The meeting proved so successful 
that contests have been held every year since, and the inspira- 
tion received at and incentives awakened b}' them have led 
many graduates to resolve to seek a higher education. Over 
800 gi-aduatcs and 5,000 other persons have attended these an- 
nual educational events, and more than 27.5,000 pages of choice 
literature have been j)resented to the contestants. The grad- 
uates of each year are admitted to the contest held that year 
free of cliarge, and every contestant receives a prize. 

At their annual association for 1903, on October 30, the 
teachers unanimously passed a resolution "that the teach- 
ers of Benton county, under the direction of the county super- 
intendent, i)repare and send to the Louisiana Industrial Expo- 
sition an exhibit of the work of all the schools in the countj'." 
The teachers appropriated fifty dollars of the association's 
funds and requested each townshi]i trustee and school board 
in the county to appropriate twenty dollars to defray the ex- 
penses of preparing the exhibit. The superintendent appointed 
M. F. Orear. Lewis Hoover, J. H. Barnes, (). S. Roberts, Oscar 
Noe, George Bugbee, G. A. Gaylord, ITai'old ^Voodburn, .lohn 
T. Titsworth, E. H. Carter, .Luob ^\•els^ll, S. E. Kittle and 
Clarence Norquest as an executive coiiniiillcc to assist in car- 
rying out the request of the association. Within three days 
the move was appi'oved by every school ollicial in the county, 
supplies ordered and the work begain. It was early decided to 
make photographs of actual school work the leading feature of 
the exhibit. The teachers began the study of their work, each 
without any knowledge of what any other one was intending to 
do. All reported to the superintendent wlio guided the work so 
no conflicts arose, enabling each teacher to prepare work on 
some lesson not used by another. On -January 1, 1904, the teach- 
ers throughout the county were notified on what dates the pho- 
tographer would be in each of the different towns and town- 
ships. His first trip was taken on .January .5, and his work eon- 

51 



tiuued tluougli about three weeks of very eold weather. His 
last day out, while the mercury was twelve degrees below zero, 
the one hundred seventieth photograpli, "The Last Shot,"' was 
taken. 

Mr. .James McAdam of Fowler did the photographing and 
manifested a wonderful interest in the work from the time it 
was begun. After the pictures were all printed they were 
mounted in the- order planned by the superintendent. In this 
work Mr. McAdam was ably assisted by Mrs. McAdam, and the 
task was so well performed that every picture was accepted by 
the executive committee. The general plan of the mounting 
was to show progr-ess in all lines of work shown in the pictures. 
A series of twelve jjictures, begiuning with the Kolb school, 
built in 1857, and ending with the Fowler school, was arranged 
so as to show progress in township and town school architec- 
ture. Another series was mounted so as to show progress in 
the interior of country school buildings. The photographs 
of each kind of work done in the schools were mounted on the 
same plan. Taking history as an example, the pictures were 
mounted so as to show in the order of historical occurrence 
lessons on "The Discovery of America," "Landing of the Pil- 
grims," "The French and Indian War," "Burgoyne's Surren- 
der," "Southern Campaigns of the Revolution," "The Union at 
the Close of the Revolution," "The Louisiana Purchase," 
"The War of 1812," "Causes of the Civil War," "The Battle 
of Gettysburg," "Sherman's March to the Sea" and "The Battle 
of Manila." Lessons in all other subjects were arranged in 
regular order, beginning with primary work and extending 
through the high school. Drawings selected by the executive 
committee were also mounted. The written work was arranged 
in proper order and bound. All of the work was forwarded 
to Superintendent Cotton and by him turned over to the man- 
agers of the Indiana Educational Exhibit early in February. 
A few days later the Indianapolis papers and the "Educator 
Journal" spoke of the exhibit sent from Benton county as one 
of the best that the State w'ould send to St. Louis. 

Indiana was awarded space for eighty-four display cabinets 
at the exposition. Though educational exhibits were sent from 
seventy-two counties and many cities of the State, the Benton 
county exhibit was considered of so much importance that it 
was given two display cabinets. While attending the National 

53 



Educational Association and visiting the Exposition at St. 
Lous the superintendent was almost overwhelmed with congrat- 
ulations on this exhibit. He saw many things that proved 
that the Benton county exhibit was of more than ordinary 
merit. Many returned to look through it a second time. A 
large number of people took time to make a note of some 
lesson illustrated in the exhibit. One day a group of teachers 
wearing the National Association badges of several States 
was seen admiring the photographed lessons. "This is the best 
thing I have seen in this building," said one of them. "Yes, it 
is fine/' said another, "but the teachers must have taken a lot 
of time to get such work ready to be photographed." "That 
may be," was the reply, "Ijut they must be fine teachers or 
they would not have known how to get up such work at all."' 
This tells the whole story. It was the teachers that made the 
exhibit such a great success. Indiana led the world, and the 
work of the teachers of Benton county led Indiana in winning 
a gold medal, the highest award, for her rural school exhibit. 
Since tlicn many congratulations have been received which 
can not be given here, but an extract from one received from 
the manager of the exhibit will give the substance of many. 
rie writes: "Your exhibit was regarded by visitors throughout 
the summer as one of Ihe iwry host in the Exposition. It at- 
tracted a great deal of attention. It is a great credit to you 
and to your county." 

Near the close of the ICxposition the superintendent was 
informed that the exhibit would be returned to the county if 
the State was paid for the cabinets. The attention of the 
teachers, trustees and school boards of the county was called 
to the matter, and all favored securing the cabinets. They 
were secured, and the exhibit is now in the superintendent's 
office, where it is to remain as a historic memento — the work 
of the pupils and teachers of Benton county, which led in the 
educational exliibit at the greatest of all world's fairs. 

In comi)liance \\\t\\ a request received from the Indiana 
State Fair Assocication, the St. Louis exhibit was sent to the 
190.") State Fair wiiere it was uwai-ded a diploma for its ex- 
cellence. 

Then' has been a rapid gi"owth of interest in the Young 
People's Heading Circle work. In 1897 there were less than 
3,000 books in the townshij) and town school libraries of the 

54 



couuTy. The townsluiJ school libraries iio\y contain 10,270 
books and the town school libraries 2,322, making a total of 
12,792 books now in the school libraries of the county. The 
rapid "rowtli of the school spirit in the county is shown by the 
interesting fact that about G,000 of these books have been 
bought with money raised at school socials and other meetings 
attended by the patrons. But this is not all. Six organs, one 
piano and llags and pictures too numerous to mention have 
been purchased through the liberality of patrons and people. 

Though school terms have been lengthened, the regularity 
of attendance has steadily increased in every school corpora- 
tion in the county, excepting two townships. Though the 
truant law may have helped the regularity of attend- 
ance in some of the towns, it is an interesting fact that 
in the country the greatest improvement in attendance 
has been in communities where the services of the tru- 
ant officer have never been needed. It is further noticeable 
that much of the increase in regularity of attendance is in the 
upper grades, among pupils not subject to the truant law. 
These facts clearly show that the principal cause of increased 
regularity of attendance has been brought about by the growth 
of school spirit, and not by the truant law. 

In 1904 the County Board of Education adopted Ward's 
Eatioual Method of teaching primary reading. One year's trial 
proved this raetJiod to be a success and led to its re-adoption 
by the board of 1905. The latter board, to further encourage 
regularity of attendance, has adopted a resolution to present a 
gold medal to each pupil that is neither tardy nor absent more 
than 2^2 P^r cent, of each school term for three consecutive 
years. This per cent, means one day in every forty, and this rule 
is already increasing the reg-ularity of attendance in the coun- 
try schools, the superintendent having recently visited one 
school in which not a single pupil had been either tardy or 
absent during the term. 

The school year of 1905-0 will be notable as the first one in 
which diplomas have been granted to non-commissioned high 
school graduates by the County Board of Education, this being 
the year in which the first students will complete the uniform 
non-commissioned high school course adopted in 190.3. "You 
have reached an epoch that few counties in the State have 
reached," says a leading educator of the State, "and Benton 

55 



county cei-taiuly is to be congratulated for having such pro- 
gressive members of the County Board of Educaction." It is 
certain that since the present superintendent has been in of- 
fice the township trustees and members of the town school 
boards have not only been progressive, but harmonious in all 
of the county board meetings. Not a single resolution, rule 
or regulation has been passed that did not receive a unani- 
mous vote. The members of the first board did a great work in 
establishing high school courses and i-aising their requirements 
of teachers. The second board strengthened these require- 
ments and molded the different high school courses into 
uniformity. The present board is seeking to strength- 
en the work of common and high schools and increase 
the regularity of attendance in both. At all times the mem- 
bers of the Board of Education have given careful and con- 
scientious consideration to the best interests of the schools of 
Benton county. 

That the schools of Benton county have made material as 
well as intellectual progress in the last eight years is shown by 
the value of school jiroperty in the townships increasing from 
$7.5.275 in 1897 to fl 00,800 in 1905, and from |34,640 to |68,100 
in the towns. In 1S9G-7 the teachers of the county were paid 
$42.3:24..")0, but the increase in the length of school terms and 
advances in wages raised this amount to |35.170.53 in 1904-5. 
The average cost per capita of enrollment in the schools of 
Benton county for the last four years has been as follows: 
In Bolivar township, |22.43; Center, |27.31; Grant, .f 25.91; 
Gilboa, 119.71; Hickory Grove, |22.58; Oak Grove, .f 25.24; 
Parish Grove, |26.73; Pine, |19.52; Eichland, $24.53; Union, 
f 24.19, and York, |25.35. In towns, Ambia, |16.59; Boswell, 
f 18.01; Earl Park, ¥18.20; Fowler, |20.78, and Oxford, f 18.72. 
The length of terms should be considered when comparisons are 
made. High school tuition is included in the averages 
of the towns and townships that maintain high schools. 
The per cent, of attendance in the various townships 
and towns has increased to the following: Grant. 79; Oak 
Grove, 78; Gilboa, 7G; York, 76; Pine, 75; Eichland, 74; 
Bolivar, 73; Union, 72; Hickory Grove, 71; Parish Grove, 71; 
Center, 08; Boswell, 94; Earl Park, 91; Ambia, 91; Oxford, 
93, and Fowler, 93.0. 



56 



CHAl'TER III. 



TOWNSHIP HISTORIES. 



COXGRESSIOXAL TOWNSHIPS. 



('uii^ii'ssioiial t(i\\iislii|is aic the ••s(iuai'es of six miles each" 
described in the liist (•lia])U'r of liiis book. Everj' description 
of land refers to the ])osition of tlie land described as being in 
some section in a towiishii) of a certain number and range of a 
certain number. The numbers of sections are rejieated from 
one to thirty-six in every congressional township, but the num- 
bers of townships and I'anges are never repeated in the same 
localities. Ranges are simply rows of congressional townships 
running from south to north, bounded on the east and west 
by meridians which are six miles apart, and are called "range 
lines." Townshii) lines six miles ajiart run from east to west, 
forming lows of tuwnsliips running the same direction. The 
crossings of tlic i-ange and townsliij) lines cut the land into 
'•squares of six miles each, railed congressional townships." 
Eacii range and township is numbered, and each congressional 
townshiji is distinguished from every other by the numher of 
its row of townships and the number of its row of ranges. 
These rows are numbered from well-established lines, easily 
located. The line from which ranges are measured is called 
the principal meridian line or the base range line. The base 
line from which the ranges in Benton county were surveyed 
is a line that begins at the mouth of the Little Blue river and 
runs directly north to the Michigan line. The east line of 
Benton county is the width of five and one-half ranges (thirty- 
three miles) west of this principal meridian for base range) 
line. Three miles farther we find the sixth range line iccst of 
the base range line, so it is seen that a strip of land three miles 

58 



wide across the east end of the coimty is in rauge six west. 
Continuing, we find tliat the full width of ranges seven, eight 
and nine and a pait of the width of range ten eross the county 
from south to north. The base line from which the townships in 
Benton county were measured is a line that starts from a point 
twenty miles above Louisville on the Ohio river and runs west 
to a point on the Wabash four miles above the mouth of the 
AYhite river. Measuring strips of land six miles wide from that 
line, we find that the ttvciitij-third line north of it is the south 
boundary line of the county, and is 138 miles north of the base 
township line. Continuing, we find that the full widtlis of 
townships twenty-four, twenty-five and twenty-six cross Benton 
county from east to west. 

If an outline map of the county is drawn and the rauge and 
township lines are placed as indicated it will be seen that the 
civil townships of tlie county are situated in townships and 
ranges established by the government as follows: The east 
half of Bolivar, Pine and Gilboa is in range six west, and the 
west half in range seven. The east half of Oak Grove and 
Union and the east third of Center are in range seven, and the 
west half of Oak Grove and Union and west two-thirds of Cen- 
ter are in range eight. The east half of Richland and Grant 
is in range eight, and the west half of Richland and Grant and 
the east (about) three-fourths of Parish Grove are in range 
nine. The east (about) three-flfths of Hickory Grove and York 
are in range nine, and the west (about) two-fifths of Hickory 
Grove and York and (about) one-fourth of Parish Grove are 
in range ten. Bolivar, Oak Grove, Grant and Hickory Grove 
are all in township twenty-four; Pine, Center and Parish Grove 
in township twenty-flve, and Gilboa, Union, Richland and York 
in township twenty-six. 

Pi'evious to lSi52 congressional townsliips were organized 
as school townships, and were independent of the civil town- 
ships established by the county commissioners in all school 
matters. In Benton county township twenty-four in range 
eight was so organized in 1841, and townships twenty-four and 
twenty-six in range seven, and twenty-five and twenty-six in 
range six were so organized in 1819 and 1850. 

In the descriptions that follow in this chapter the word 
"township" is meant to apply to the territory now within the 
township that is being discussed. In other words, the writer 

59 



has aimed to described the school affairs of each township 
now in existence just as if its present boundaries liad been 
fixed before it was inhabited. It has been very difficult to do 
this, and the incompleteness of much of the information given 
is keenly felt, but it is also felt that each reader will prefer 
to know how much of the knowledge he may obtain from these 
brief sketches refers to his own locality. 

OAK GROVE. 



Organization. — Range eight organized as a school township 
in 1841 by electing William Smith, Joshua Howell and William 
Smith, Jr., trustees, and range seven in 1849 by electing Thomas 
Atkinson, John Ferguson and INIichael Coffett. One-sixth in 
Pine and five-sixths in Oak Grove from 1840 to 1851, all a 
part of Oak Grove from 1851 to 1861, when the present boun- 
daries were fixed. Organized as a civil township in 1852 by 
electing Basil Justus, Samuel Barkliurst and Francis Boyn- 
ton trustees. Their successors have been as follows : 1854, 
Wesley Waldrij). John Hopper, Robert W. Thompson; 1855, 
Isaac Runner; 1850, George Champley, William Moore; 1857, 
John Hopper; 1858, George H. Finch; 1859, Anson Hurd; 
1860, Daniel Campbell; 1861, William S. Freeman; 1862, John 
T. Williams; 1806, D. R. Lucas until June 10, 1867, when he 
resigned and Henry Parker was appointed ; 1868, James Vaw- 
ter until June Ki, 1809, when W. ^I. Jones was appointed; 
1870, John T. Williams; 1872, John Crosson ; 1878, Robert 
Wood; 1882, John Crosson; 1886, Jacob Albaugh; 1894, An- 
drew Titsworth ; 1900, W. H. McConnell, and January 1, 1905, 
D. S. Roberts. 

Advisory Boards: 1899, John Crosson, D. A. Messner, Jr., 
D. H. McConnell; 1900, Wilbur Johnson, D. A. Messner, Jr., 
John Crosson ; 1902, Wilbur Johnson, Arthur Phares, James 
H. Bell ; 1905, James Howarth and D. J. Fullei', appointed. 

Teachers 1905-6: Grace Carnahan, Leota Colvert, Louetta 
Magiiirc, Sylvia VanHorne, Nellie Yoakum, Barbara Blessing, 
Olive Chapman, Edna Westfall. 

Saired as an original parchment on which are penned words 
of Holy Writ is an old record of the town meetings of Boston 
in which was written "on the thirteenth of the second month, 
1635," the historic declaration: "At a general meeting upon 

60 



pnblique notice it was generally agreed upon that our brother, 
Philemon Parmost, shall be entreated to beoome schoolmaster 
for the teaching and nourtering of the children among us." 
On the 23d of April following this declaration the first pub- 
lic school in America was opened. Two hundred and one years 
had passed, when, in an old log cabin which stood where the 
'"silent city of the dead"' just south of Oxford is now located, 
Samuel McConnell opened the first school taught in what is 
now Benton county. In the winter of 1836-7 he taught a 
three months' school, receiving as his pay two dollars for each 
]iu]pil that attcniled during the term. 

-\mong the boys and girls who industriously conned their 
lessons, played "ant'ny over" and ''blackman," and washed 
each other's faces with the snow that fell during that winter 
of long ago. were some who have lived to see the wonderful 
educational interest that has developed from its start in that 
classic caliin. IJncliel N. -lustis (now Mrs. .James F. Parker), 
Isaac W. Lewis and David J., Jasper N., John F. and W. B. 
McConnell were pupils of that pioneer school. Jackson Buckles 
and Wiiiiain Coon were among S^amuel McConnelTs successors 
in (he old log cabin. 

.\ lieaiitifnl diixc-way is tlie road leading south from the 
town of Oxford. A mile soutli of town the i-oad divides. A 
little less than li;ilf a iiiih' down the fork of the road leading 
to the sontliwest is (he Stembel home. Directly north of this 
lionie about one-fonrth of a mile and a little to the east, some 
two hundred feet from a small stream, is the place where in 
the autumn of 1S44, eight years after Samuel McConnell opened 
the first school, the friends of education gathered together and 

erected (he tirst scl lliouse liuilt in I'.eiiton county. The frame 

of this Ipuilding was sawed at the mill of Basil .Justus a few 
miles iiortlieast of Kainsville; the jioplar siding and finishing 
lumber were hauled from a sawmill thirty miles away on Coal 
Creek in I'ountain county, and the shingles were cut by a shin- 
gle-mill mar wliei-e the buihling was erected. Willing hands 
and the dimalions of liberal men soon comjileted the building, 
and early in the winter of 1844.5 a school was opened by WW- 
liani Baldwin Mi-Connell. who had attended the first school in 
the old log ( abin. This energetic young man of nineteen taught 
a term of three mouths f<u- two dollars for each pupil attending 
during the ic ini. He did not Ipoard "around" as was the cus- 

(.2 



toui, but remained at the home of his father Judge Davis Mc- 
Coimell. Twenty five pupils came from the homes within two 
miles around, making the teacher's salary less than seventeen 
dollars a month. Wood was donated and the building was 
heated with an old s(iuare box stove. The first sehoolhouse 
grew old. was sold to make a place for a better one. and is now 




W. H, McCONNEIyl/ 
TRUSTEE OAK GROVE 1900-1005 



used for a tool house on the John Miller farm, a little over five 
miles south of Fowler. 

Sixty years had gone by when the writer asked the first 
teacher in the first schoolhouse to sit in front of the old build- 
ing which in his youth he had dedicated to learning and tell 
something of his teachings in the long ago. '"I taught the be- 

63 



gimuTs llieii- A. 15. C's out uf an old lilne-backed Elementary 
Spelling Hook," he said, "and the advanced scholars took read- 
ing, writing, spelling, arithmetic and geography In those 
days we liad no classes or grades. No two scholars had the 
same kind of books. Several kinds of arithmetics were used 
and every scholar look his slate and book and ciphered by 
himself, and was allowed to advance as fast as his ability would 
let him. The same was true in reading, and various kinds of 
books were used in learning to read, as : 'A History of Wash- 
ington,' 'Western Adventures,' 'Life of Francis Marion,' and 
other books of the kind; and one of my scholars with good in- 
tentions brought an old law book from which he learned to 
read. 

"I believed in meeting my scholars in a gentlemanly and 
courteous manner and was very careful not to show favoritism, 
no matter what the ability of a scholar might be. In those 
early days all scholars were looked upon as helpers, one to 
another, and fellowship and comi)anionship were looked upon 
as sometliing of valor and worth. It was my custom to be at 
my post early each morning and have my schoolroom well 
heated, and the scholars took their seats and commenced their 
studies as they arrived at school. When there was disobedience 
or wrong-doing it was looked into by the teacher and the wrong 
made right by the application of the rod — usually hickory — • 
and this settlement was final. The scholars that were in my 
first school that are still living are David J., Jasper N., and 
John F. McConnell; Isaac W. Lewis, Rachel N .Parker and 
Hannah Adsit." 

In the summer of 1841 the voters of township twenty-four, 
range eight, petitioned for an election at which they could 
ciioose three trustees to organize that congressional township 
for school purposes. The election was held on September 3, 
1841, and on that day wcic chosen the first township school 
oflScers in Benton lounty. The law gave the township school 
trustees the authority to divide their congressional township 
into school districts. The first division of this kind was made 
on February 1, 1S4J), and the first school district laid ofl' in the 
county was the west half of range eight, township twenty-four, 
now in Grant townslii]). On April 14, 1849, this township was 
again divided, this tiiiio into the five districts shown in the 
piclnrc. which is taken from a ma]) of the districts, as certified 

()4 



by the writing below the tliawiug. The districts numbered 
four and five on this map contained what is now the west half 
of Oak Grove township. When this division was made there 
was but one family living ju district four, and no children of 
school age. Thomas McConnell, James McDade, Samuel Mc- 
Connell. William :\[cConnell. David Ogburn, Milton Walen, 




D. S. ROBERTS 
TRCSTEE 0.4K GROVE 1905-190- 



Joshua Dean, William Wakeman, Hiram Stove, Francis Boyn- 
ton and Benjamin F. Cottenberry lived in district five and were 
the fathers of twenty -five children of school age. No school- 
house was built in this district before 1852, but one was built 
soon afterwards. Previous to that time the children of the 
district attended school at the Martin home (see Grant) or 



65 



went to the house built iu Oak Grove in 1844. In September, 
1849, range seven was organized as a school township and the 
part of that range now in Oak Grove was divided into districts 
one and two. District one was three by four miles, containing 
the north two-thirds of the west half of range seven, and dis- 
trict two contained the six sections south of one. Oxford was 
laid out in district one in which, in 1850, lived H. T. Howard, 
John Ferguson, James McClure, Stephen Buckley. I. H. Holton, 
Samuel Callahan, Aaron Wood, William Higgins, Charles 
Wakeman, W. T. Rowe, James Crosson, Basil Justus, J. F. 
Parker, David Cell, James Howarth. E. McConuell and Isaac 
Templeton, parents or guardians of the fifty-five school chil- 
dren then in the district. In district two then lived Thomas 
Atkinson, Thomas Owen, Robert Foster, William Norton, Wil- 
liam Cochran. Henry Bowers and Thomas Lewis, who had 
thirty-one children of school age within their homes. 

Congressional school township organizations were abolished 
in 1852 and Oak Grove was all included in one school organiza- 
tion. The school section was sold in 1854, 240 acres bringing 
f 6 an acre, eighty acres |7. IfiO acres .fi), and 100 acres |10, mak- 
ing a total of 15.040 for the entire section. Two new school- 
houses were built this year, oue in district one and the other in 
distinct five. Four teachers were employed, three males at an 
average of $'2(j a month, and one female at $12.75 a month. 
Spelling, reading, writing, geography, arithmetic, grammar, 
history, algebra, natural philosophy, astronomy and physiology 
were all taught this year. In the winter of 1854-5 sixty-five 
days of public school were taught in district one, and thirty 
days in each of the other districts. A library tax was levied 
in 1853 and during the next year G45 books were placed in the 
township libraries. The Kolb and Gwin schools were built in 
1857. The latter stood one mile south of the site of Atkinson 
and was burned a few years later. The Kolb school is still 
standing and a picture of it attracted much attention at the 
St. Louis Fair. In 1857-8 male teachers received |37.50 and 
females fl6.G3 a month. Oak Grove was established in its 
present form in 1801 with real estate valued at |160,304, im- 
provements 105,988, and personal jiroperty |91,754. L. H. Bon- 
nell, J. F. McConnell, Stephen Caliow, Thomas Torrence, 
Stephen Adsit, J. D. Odle, Jas])er Templeton, William Marvin, 
Artie Wilmot and William Bartlett taught in the early sixties. 

06 






//I 




^n33~acK 




'j^e/: ^j/a: ^ 



// i 









MAP OF SCHOOI, DISTRICTS— ISi'J 



The latter taught in tlie Kolb school and in this school W. Lee 
Bartlett of Ambia received his entire school education. Mr. 
Bartlett held a spelling school at which some bovs became so 
boisterous that he said they would be whipped if they con- 
ducted themselves so badly at the next spelling. They came 
again and started trouble when "Uncle" John Miller, then liv- 
ing in the district, ai'ose and said : "Mr. Bartlett, I want to 
help you give these boys what you promised them the other 
night." It is needless to say the boys at once became anxious 
to behave themselves. Edgar Hibbs, Isaac S. Wade, S. H. 
Payne, Mrs. A. J. Carnahan and Alonzo D. Sleeper taught in 
ISOG-T. The latter taught the Eunner school, enrolling sixty- 
seven j)upils. The jiatrons subscribed two months' salary and 
conlinued his school until the last of May, 1867. Z. M. Thomas, 
D. R. Sewell, Emma Wattles, S. J. Richardson, Elizabeth Bazil 
and J. W. :Mcronnell taught in 1868-0. The first local township 
tuition tax was levied by John Crosson in 1873. The amount 
collected the first year was |341.35, a per capita of about |1.27 
for each (if ilie 269 cliildren enumerated tliat year. Mattie 
Talniage taught the Runner school in 1881-2, and had the honor 
of graduating Ada Whincry. the first common school graduate 
in Oak (irove, and one of the fii-st four graduates in the county. 
Tliei-e are 8JM1 l)ooks in the school libraries of the township, 
many (if tliciii i)urchased with funds raised at school socials. 
Tw K new siImkiIIiouscs have recently been built in the township, 
(iiic iif ilicm. a line luick at Atkinson, has just lieeii completed 
by Mr. Rulierls. who is taking a deep interest in the schools of 
Ills townshi]!. In late years many of the graduates of Oak 
(irove have entered the Oxford high school and gi-aduated from 
that institution, and some of them have entered college. A fine 
school si)irit prevails and llic motto of all who live in the town- 
ship where the history of Education in Benton County was 
born seems to be: "Oak Grove forever." 

riXE. 

Organization — Range six organized as a school township in 
September, 184!), with John Sheetz, Isaac H. Wright and Wil- 
liam R. Johnson trustees. All a jiart of Pine from 1840 until 
DeiHMuber, 1S(J(;. when jiresent boundaries were completed. Or- 
ganized as a ri\il township in 1853 by electing William Haw- 

(.8 



kius, Klijah Dawson and Kobert Hawkins trustees. Their suc- 
cessors have beeu as follows: 1S54, James Emerson; 1S5G, 
Beujamiu Hawkins, Kobert Hawkins; 1S5S, Isaac Bowyer; 
1S59, James Emersou; 1860, Isaac Bowver; 1SG3, James T. 
Clement; 1807, Jonathan Lamborn; 1SG8, John Morris; 1872, 
J. M. Kodmau; 1874, Jacob Strickler; 1876, Carver Stanfleld; 
1880. Warren B. Sheetz; 1884. W. S. Turvey ; 1888, John Tim- 
mous; 1894, John R. Hawkins, resigned March, 1899, George N. 
Norwood appointed; 1900, George X. Norwood, resigned in 
January, 19(13, I. N. Atkinson appointed; January 1, 1905, I. 
Newton Atkinson. 

Advisory Boards — 1899, Thomas Durflinger, William Booth, 
I. N. Atkinson; 1900, David Eastburn, E. 'SV. Bower, I. N. 
Atkinson ; 1902, T. C. Eastburn, George Sanson, E. W. Bower. 

Teachers 1905-6— Jacob Welsch, INIaude A. Perry, Harley 
Robertson, Jennie Larson, Marj- Pagett, Mary H. Hagely, Ros- 
coe Coats, Florence Snyder, Ethel Snialley. 

"The groves were God's first temples,'' and so were they the 
sites of at least the first three public temples of learning in 
Benton county. It is believed that a school was taught in an 
abandoned cabin in Pine township as early as 1843, possibly 
earlier. A short distance east of Aydelott the road turns south. 
Following this road to the first one turning east and then going 
a short distance in that direction, the traveler may see off to 
the left a little knoll once covered with a grove in which Elias 
Smith, Matthew Terwilliger, Henry Oungst, James Miller, 
James Denton, Amos White, John Sheetz and Thomas and 
Joshua Timmons gathered one morning in the autumn of 1845 
and began the erection of the first schoolhouse built in Pine 
township. After completing their work these learning-loving 
pioneers employed Hartly T. Howard to teach the first school 
in the new log schoolhouse. A Mr. Hill and Jacob and James 
Morehouse were other teachers of this school, and James W. 
Hawkins of Oxford, Mrs. Lizzie McGinnis of Otterbein, Mrs. 
Nancy Hawkins of West Lafayette, and Mr. Frederick Sheetz 
of Fowler were pupils of the first school taught in this cabin. 
Mr. Howard was a teacher in many of the early schools in the 
county; Mr. Hill is remembered "for the gads he used." and the 
Morehouses as kindly-dispositioned teachers. 

The last teacher in the cabin was John Chancellor. As 
Lemuel B. Stevenson was passing the school on Christmas 

69 




THE CONNERTON SCHOOI, 



morning, 1S58 or 1859, the teacher eaUeil to him for help. The 
pupils, about forty in number, had all arrived early and barred 
young Chancellor out by fastening the door and windows. He 
had secured a horse blanket, a board, and a long pole, and 
wanted Mr. Stevenson to help him to climb to the roof of the 
cabin. As soon as he got on the roof he laid the board on top 
of the chimney and spread the blanket over it. The effect was 
magical. The windows flew open and the smoke-strangled 
pupils rushed to them for fresh air. The teacher came down 
and was let in at a window. Once inside, he was quickly seized, 
securely bound, and then carried to a small stream nearby, 
where the ice was soon cut and preparations made to "duck" 
him. Then he yielded, pi'omising to treat, and was unbound. 
But the joke proved to be on the pupils. The teacher had pur- 
chased a treat of candy and nuts several days befoi-e. but after- 
wards overheard the pupils talking about what they intended 
to do to compel him to treat them. Entering into the spirit of 
the times, he decided to let them carry out their plans and then 
surprise them. After he had told them all this, and they were 
eating the sweetmeats he had provided, a wit remai'ked that he 
guessed "'this school hez et a heap uv smoke fer nothin'.'' 

In 1S49 range six was organized for school purposes and a 
resident wrote: '"There are fifty-nine persons in the district 
between the ages of five and twenty-one entitled to school priv- 
ileges. There is no schoolhouse in the district, but as hereto- 
fore and until a house is built, we will send to' a schoolhouse 
built by the neighborhood." The house was the cabin of 1845. 
Three years later George Myers, Lawrence Sheetz, John Os- 
borne, William Farly, Plenry Oungst, James P. Miller, William 
R. Johnson, John Sheetz, Isaac H. AVright, Charlotte Terwill- 
inger, William Strain, Robert Hawkins, Margaret Wells, Ann 
Smith, Daniel Mills, Thomas Tally, Elizabeth Brittenham, Mar- 
garet Wells, John Hawkins, Stansberry and John Osborne, and 
Thomas Timmons were living in the district and the enumera- 
tion had increased to sixty-four, but no schoolhouse had been 
built. Though in 1850 Carey A. Eastburn, and soon afterwards 
others, settled in the west part of the township, the burdens of 
early pioneer life were too heavy to permit the erection of 
another building, and the old cabin remained the home of the 
only school in Pine until about 1860. Interest on the common 
school fund of the State, and State school tax, provided the 

71 



salary of a tearher for a three months' term in the winter at 
|1.37i/^ per day. Of the thirty-two boys and forty-two girls 
then in the township, nearly all attended this school. 

In 1859 or 1860 a new frame house was built about three- 
fourths of a mile south of the cabin, which was then abandoned. 
Near the same time another house, known as the Benjamin 




I. X. ATKINSON 
TRUSTEE PINE l'J03-l;iO— 



Hawkins school, was built a mile east and about half a mile 
north of the David Eastburn home. A third building, known 
as the Sickler school, was erected in 1860, not far from the 
present residence of John R. Hawkins. The teachers in these 
three schools were, in 1860-1, Mai'v Jones, J. Taylor and E. A. 
Hann; and in 1861-2, Lewis Vota, Sane Freeman and John 



72 



Swau; in lS(>lJ-o, Louise Jlagee, Snue Freeman and H. Tullis. 
In 1SG4-3 a three months' school was taught in eacli district, 
the teachers receiving ^l.W daily wages. 

When Pine was given its present form the real estate was 
valued at |131,762, improvements |1S,83(), and personal prop- 
erty 164,157. The enumeration was 146, increasing to 187 in 
1S71. In 1871-2 the school term was flftv-two days, the total 
enrollment 133, and the average daily attendance in the five 
schools then taught 10014- The average daily wages paid the 
teachers was |1.52, and the total value of school property was 
|2,400. The five teachers were Upton Matthews, Maria Aldrich, 
Clara Engler, G. W. Eeager and Dr. J. M. Rodman. The doctor 
became trustee in 1872 and hired for his teachers E H. Yoiing, 
D. W. Osborne. Henry Cox, John U. Matthews and Maggie 
Young. He moved the Robert Hawkins school to the site of 
the Rodman school, and levied the first local tuition tax paid 
in Pine township, amounting to |222. Previous to this time 
a schoolhouse had been built half a mile uoi'th of where the 
Connerton school now stands, and another near the creek about 
a mile south of Aydelott. Since then the Emei-son school has 
taken the i^lace of the latter, and the Aydelott school has be- 
come the successor of the house that took the place of the old 
cabin. The Travis school was built about 1870. The Emerson 
and Runner schools were built by Carv'er Stanfleld in 1877, 
and the Bowers school was established by Mr. Norwood in 1902. 

The school lands in Pine were sold on April 19, 1875. One 
eighty brought .fS an acre; one |10; two |12; three fl4, and 
one f 16, making a total of |8,000 received for the whole section. 
In 1882 W. B. Sheetz placed in the schools of Pine the first 
slate blackboards used in Benton county. Avis Rodman (Mil- 
ler) and Austin Travis won the honor of being the first grad- 
uates in Pine_, in 1883. The latter afterwards taught in the 
township for many years. Principally because of the contin- 
ued shortness of its school terms. Pine township did not have 
a class large enough to hold a separate commencement until 
the close of the school year of 1903-4. The first commencement 
class in Pine, as shown in the illustration, and the class of 
190.5, made such an impression on the patrons of Pine that Mr. 
Atkinson, who had increased the length of the school year from 
six to seven months, has been encouraged to increase the term 
to eight months, and give the boys and girls of Pine common 

73 



school tipportunities equal to those of an.y township in the 
county. 

There are C45 boolcs in the school libraries of Pine, about 
all of wliich have been purchased with money raised by school 
socials. Though an excellent school spirit now exists in Pine, 
it is still rising, and the time is probably not far distant when 
a graded school will be built in the township. What a wonder- 
ful evidence of progress it would be if some of the pioneers that 
attended school in the old cabin should live to hear the morn- 
ing bell call their grandcliildren to high school work in the 
Pine township graded school. 

I'.\niSII GROVE. 

Organization — All a part of Parish Grove township from 
1840 to March, 1855, when the north half became a part of 
Washington until December, 1855, when it was again placed 
in I'arish Grove. Present boundaries completed in 1875. Or- 
ganized as a civil township in 1844 by electing Samuel Jolly 
and John Koss trustees. Their successors have been as follows : 
1853, Thomas Martin, William Cochran, Joshua Howell; 1855, 
Samuel Mcllvain, George Liptrap; 1856, John Stokes; 1858, 
Parnham Boswell, E. C. Summer, Henry Robertson; 1862, 
Daniel Garwood; 1863, D. McArthur Williams; 1864, Henry 
Robertson; 1865, James Kirtley; 1868, William H. Boswell; 
1878, William Bennett; 1882, Frank Knapp; 1884, James 
Dunn; 1888, John Dunn; 1890, Tliomas McGuire; 1894, John 
Grogan ; 1900, John T. Woodlock ; January 1, 1905, Frank W. 
Gretencord. 

Advisory Boards — 1899, James A. Lowman, Charles Mene- 
fee. E. M. ^^■arner; 1900 and 1902. Frank W. Gretencord, John 
Ewalt, Michael Mclntyre; 1905, John T. Woodlock. 

Teachers 1905-6 — John Barce, principal high school ; Daisy 
Anderson. Libbie JIcKanna, Charles H. Smith, Katherine 
Blackwell, Daisy Corrior, Cora Gwin, Anna Mclntyre, Anna 
Donahue. Bridget Hanrahan. 

It is said that Thomas Bell entered land in I'arish Grove 
as early as 1829. The grove was a favorite camping ground of 
white men and Indians who traveled from the far East to the 
West, or from the West to the East. It was named in honor 
of an intelligent Kickai)oo half-blood whose father was a French 

74 



trader namod Parish. The mother was a Kickapoo and the 
son dwelt among the trees in the grove for many years and lost 
his life by falling from a tree. He was buried on the hillside 
just west of the grove, but all traces of his grave have dis- 
appeared. 

Into this beautiful grove of ash. oak, sugar, walnut, elm 




JOHN T. WOODLOCK 
TRV.STEE PARISH GROVE 1900-1005 



and linden ti'ees came Robert Alexander and his family In 1839. 
He built a cabin with three rooms, and in one of these rooms 
an eccentric Scotchman named Burns taught the first school 
in Parish Grove. This teacher seems best remembered by the 
name "Geenoostic." Some one else was pronouncing at a small 
spelling school when the word gnostic was reached and no one 



could spell it correctly. In auger he seized the book, looked at 
the word, aud shouted: "The word is not gnostic- (uostick), 
but is gee-noostick. Now spell it." 

The first court held in what is now Benton county was held 
in Parish Grove, with -Judge Naylor of Lafayette in the chair 
and Henry Robertson as sheriff. The courtroom was a neatly 
constructed house about twenty feet square, built of hewn lin- 
den logs and covered with clapboards. The door was on the 
west side, a window in the east, and a large fireplace in the 
south. In the fireplace two "nigger-heads" side by side at each 
end served as a rest for the forestick. The chimney was built 
of sticks well covered with hardened clay. In this cabin was 
born the history of Benton county's jurisprudence, and in it 
was taught the first public school in Parish Grove township. 
The teacher was John T. Williams and the time was in the 
spring of 18.52. The length of the term was three months, and 
the teacher received twenty-five dollars a month and "boarded 
around" with his pupils. Mr. Williams was educated in Spring- 
field, Ohio, and was a kindly, polished gentleman who easily 
governed his school without coercion. He taught several terms, 
then became a merchant in Oxford where he died in 1871. The 
old log temple of justice and learning was taken down late in 
the sixties and moved to a little grove on Sugar Creek, about 
two aud a half miles southwest of Earl Park, where it or a 
portion of it may be seen today. 

The first public school building erected in Parish Grove 
stood near a spring, about two hundred yards northwest of the 
center of the grove, and was built in 1854 on land now owned 
by Charles Menefee. It was a good frame building, 24 x 24 feet, 
and was furnished with good seats and desks. It was built by 
Samuel Mcllvain and winter came on before it was completed. 
William .Mcllvain and Marion ]McCounell plastered it, and 
borrowed two sugar-making kettles of Parnham Boswell in 
which to kec]) up fires to save the plastering from freezing. D. 
McArthur \Villiams kept vigil with Mr. McConnell through the 
long chill nights. ]?oth of these gentlemen still recall those 
cool but jolly vigils. 

In the fall of ISijS I). McArthur Williams applied to Henry 
Robertson. Parnham Boswell and E. C. Sumner, then the board 
of trustees, for the winter term of school. The clerk of the 
board not being present at the meeting, Mr. Williams was asked 
to perform that officer's duties. Glancing at the applicant's 

76 



writing, Mr. Siiimur exclaimed: "Wliy, he can write as good 
as a counterfeiter." "Ed," asked Mr. Boswell of Mr. Sumuer, 
"did you ever go to scliool?" "Yes, one day," was the reply, 
"but the teacher wasn't at home." "Well," answered Mr. Bos- 
well, "you are ahead of me oue day." The three trustees of 
Parish Grove township received eighteen dollars for their 
united services during that vear. 




FRANK W. (lETCHENCORD 
TRUSTEE PARISH GROVE IHOS-l'.IO— 



After Mr. Williams had secured the school he visited the 
home of a most courteous gentleman, the Rev. George Campbell, 
who was then county school examiner, to secure a teacher's 
license. He was informed that Mr. Campbell was absent on a 
preaching tour and would not be home for several weeks. Mr. 
Williams returned and informed the trustees who told him to 



77 



''go ahead with the school." He went at other times, but did 
not get to see the examiner until after his school was out. 
"Hello, young man!" was his greeting to Mr. Williams; 
"haven't vou run quite a risk in teaching without license?" 
The teacher admitted that he had. Just then a knock was 
heard at the door, it was opened and a farmer entered. He said 
he had sold a load of corn to Basil Justus ; that he had meas- 
ured his wagon-bed and wanted Mr. Campbell to tell him how 
many bushels were in the load. "Young man, can you do that?" 
asked the examiner of Mr. Williams. The latter replied in the 
affirmative, was given the problem and soon had an answer 
which proved to be correct. "Bound Texas," was the next 
command. The boundary given did not suit the examiner and 
he "locked horns" with the applicant for license until they 
agreed to disagree. "Kow read a paragraph from this book, 
and then pick out some parts of speech," said Mr. Campbell. 
This having been done, the examiner said, jokingly: "The only 
objection I have to you is that you have beaten me out of a 
dollar, for the license you get today will be good for this year 
as well as last." At that time an average of fifty per cent 
secured a year's license. 

The enumeration of 1850 showed but sixteen persons of 
school age. Soon afterwards the Alexanders moved away and 
but eight were left. This number increased to sixteen again in 
1852, and rose to thirty-two in 1853. The arrival and departure 
of settlers were so equally balanced that in 18C0 the enumera- 
tion was again thirty-two, and D. McA. Williams, Lansing 
Kails, Noble Pritchett, Mrs. Payne, David Garwood. Parnham 
Boswell and John F. Boswell were the heads of the families 
to which the eighteen boys and fourteen girls belonged. The 
enumeration dropped to fifteen in 1861, and was twenty in 
186C, thirty-five in 18G9, and fifty-three in 1872. 

The school land situated in Parish Grove was sold on Oc- 
tober 17, 1853. Three-fourths of section sixteen in range nine 
sold for 12.30 an acre, and one-fourth for |2.10 ; 160 acres in 
section thirteen, range ten, sold for |2.35 an acre, and the other 
160 for $1.02, making .12,075.20 for the one and one-half sections. 

The school located in 1852 continued to be the only school 
in the township until about 1870. Lucretia H. Williams, now 
living in California, taught in the winter of 1865-6, receiving 
fifty dollars for the term. A second school was established 

78 




HIGH SCHOOI. LESSOX-PARISH GROVE-1904 



ueai' the Lowman home in 1870. M. H. Walker aud Sarah E. 
Thomas taught in lS7l*-o. and Austin Hanawalt and H. L. 
Waiuscott taught in 1S73-4. The present boundaries of the 
townsliij) were fixed in 1872 and lS7ij. The Lowman school was 
moved to its present site in 1881. The Finley school was 
established in 1871. the Fleming school in 1872, the Center 
township line joint school in 1S7S, the !McGuire school in 1880, 
the Knaj)]! school in 1882, and the Bennett and Hawkins schools 
in ISSit. The drove silioolhouse was rebuilt in 1868 and again 
in 1884. 

The superintendent's suggestion that three year high school 
courses he eslablished wherever practicable met with a prompt 
resjiouse from Trustee Grogan of Parish Grove. Knowing that 
many of their ambitious young people desired to secure a high 
school education, the patrons approved 'Sir. Grogan's decision 
to at once establish a high school with a three year's course, 
("arl McCaslin was the first high school teacher, and the first 
tcrmV work was done in the McGuire school in 1897-8. The 
next year a second story was built on the Knapp school and 
I). E. Harrington was placed in charge of the high school. At 
the end of his second year's work, on May 7. 1900. Mr. Harring- 
ton had the honor of presenting high school diplomas to Maynie 
.>[cGuire and IJertha Buckly, the first graduates of the Parish 
(Jrove high school. The jiresentation was made at Prairie 
(Jreen Clnircli in the presence of a large and enthusiastic au- 
dience. .Mr. Woodlock re-employed Mr. Harrington for 1900-1, 
and gave the high school much attention and encouragement. 
Oscar Noe was principal in 1901-2-3, Harold Woodburn in 
1903-4, and John P.arce in 1904-"). The school has a good refer- 
ence library and about .fl.jO worth of apparatus. Mr. Greten- 
cord has made some valuable additions to the library, and is 
endeavoi'ing to sup])ly the needs of the high school and all 
others in the township. Though this school has not been largely 
attended, its students have always done good work, and a large 
]>ei- cent of them have received dij)lomas. The high school 
spirit is improving, and it is believed that the attendance will 
increase in the near future. There are 445 books in the school 
libraries of the township. The general school spirit is good, 
and all educational meetings are well attended. In addition 
to a commendable interest in their ])ublic schools, the citizens 
of Parish Grove give liberally toward the support of a well- 
conducted ]!arochial school at 1 >\niniii<;ton. 

80 



Organization — Range seven organized as a scliool township 
in 1S49 with Thomas Atl^inson, John Ferguson and Michael 
Coffett trustees. One-sixth in Pine and five-sixth in Oak Grove 
from 1840 until the present boundaries were fixed in ISGl. 
Under the trustees of Oak Grove and Pine until the Bolivar 
suceession which has been as follows: ISOl, Cyrus Porter; 
1862. Philip P. Griffin; 1S63. ilarcus Blessing; 1867, Joseph 
Kinser; 1868, James Lloyd; 1869, James Emerson; 1871, John 
W. Eyan; 1880, A. M. Smith; 1882, E. .W. Timmons; 1884, 
F. M. Maddox; 1888, B. F. Lee; 1894, George Yoliva; 1900, 
John Glynn ; January 1, 1905, Samuel M. Smith. 

Advisory Boards.— 1899, John 0. Bartindale, Stacy O. Scott, 
Patrick J. Kennedy; 1900. John Moore. John McKinnis, Stacy 
C. Scott; 1902, John IMoore, Edward Baker, Hugh M. Scott. 

Teachers 1905-6.— W. M. March, Alfred Parker, Frances 
Timmons, Mamie Coats, Gladys Yarbough, Gertrude David- 
son, principal ; Beatrice White, assistant. 

Early settlers of Bolivar located along the east side of Pine 
Creek in 1832. Among tlie first to build their pioneer cabins 
along this stream were Milton Jennings, Thomas Nolin, Aaron 
Finch, James Holmes, James Thornton and John Emerson. 
Jonathan Baugh became the director of the school district or- 
ganized in 1849. In the spring of 1848 Nancy Gastor taught a 
private school in a house that stood on the south side of section 
thii'ty-four, township twenty-four, range seven west. In the 
winter of 1848-9 a log schoolhouse was built on the east side of 
Pine Creek about one-half mile southwest of where Pleasant 
Grove Church now stands. This house had a puncheon floor and 
clapboard roof, and was heated with logs burned in a great wide 
fireplace. Pieces of logs were cut out to leave openings for win- 
dows which were made of glass with edges set in the logs. The 
first teacher in this cabin was Jacob Morehouse. He received 
thirty-six dollars and his board for a three months' term. "Un- 
cle" George Jennings is the only pupil of that school now living 
in Benton county. In the winter of 1849-50 Samuel Reeve taught 
in the cabin. He enrolled twenty-eight pupils, twenty of whom 
were between ten and twenty-two years of age. There were twen- 
ty boys and eight girls, children of Michael and John Cofifett, 
Vincent Crabb. Jurman Alderson, Jane Xolin, Isaiah and Wil- 

8i 



liam Young, James Thomas and Jonathan Bangh. The daily 
average was eighteen, and only reading, writing and spelling 
were taught. 

The next school seems to have been established in the 
southeastern part of Bolivar in 1853. In an interest- 
ing letter to the writer, Mr. F. M. Maddox of Bolivar says: 




JOHN CI.VNN' 
•I'Rr.SrEK BOLIVAR UXJO-l'JO') 



"As I remember, a school was taught by James Killin in 
the winter of 1853-t. The schoolliouse was situated in the 
southwest corner of section thirty-three, township twenty- 
four, range six west. The money used in building the house 
was donated by the patrons and it was built on the farm 
of Wilson Moore. It was called 'Mosquito College' and was 

82 



used for a school building until 1S57. Richard Murphy is the 
only surviving pupil of that school I know of that now lives in 
Benton county. James Killin was about thirty-seven years of 
age. He had a common school education, was a great reader, 
a deep thinker and had an excellent memory. He was a stone 
mason by trade, but studied and practiced medicine after teach- 
ing his school." F. M. Maddox taught the next two winters 
with about twenty-five pupils enrolled. Reading, writing, arith- 
metic, grammar, orthography and geography were taught by 
him. Each term was three months, and the teacher received 
thirty-five dollars a month. Among the pupils of those schools 
still living are John Moore, John Peterson, Richard Murphy, 
Newton McKinney, Mrs. Phenis Johnson Buck of Otterbein, 
Mrs. Jennie McKinney Templeton of Indianapolis, Mrs. Sarah 
Moore Barnes of St. Louis, and William Hodges of Washington, 
D. C. Mr. Maddox was born and raised in Pond Grove, In- 
diana, and had only a common school education. Perhaps his 
strongest characteristic was to be and do right. He possessed 
more than an ordinary amount of energy and ambition, and 
his motto for himself and pupils was "Be sure you are right 
and then go ahead." 

Mr. Maddox continues: "In the fall of 1857 a schoolhouse 
was built by the trustee of Oak Grove township on the south- 
west quarter of the southwest quarter of section twenty- 
eight, township twenty-four, range six, on land owned by 
P. M. Maddox. It was on what was then the main road 
from Oxford to Lafayette.* It stood on the open prai- 
rie and was known as the 'Red Window-Shutter School- 
house,' and took the place of 'Mosquito College.' The first 
two terms in this house were taught by Job Haigh in the win- 
ters of 1857-8 and 1858-9. The house remained in that place 
for about ten years and has since been removed fi'om place to 
place to suit the convenience of the community. It now stands 
a half mile from its first location and is called the 'Smith 
school.' " 

In 1852 a frame house was built on the southeast corner of 
the northeast quarter of section twenty-seven, township twenty- 
four, range seven west. This house took the place of the cabin 
school and was partially paid for by the patrons and the young 
men of the community. "Uncle" Thomas Ladd of Fowler, then a 
pioneer boy, donated the only dollar he had to aid in the erec- 

83 



tion of this buildiiiL;. Owiug to some one's lack of care in secur- 
ing; a pi-oiiei- title to the laud on which the house was built, it be- 
came jn-ivate ni-oj)ei-ty four years later. It was succeeded br an- 
other house built a half mile farther east in 1856. and aban- 
doned in 1898. Some of the early t( achers in this school were 
Hannah Yoorhees. David Sewell. James Lon£>well and Kobert 




S. M. .SMITH 
TRUSTEE BOLIVAR l!K)o-190- 



I'urdy. I'. II. Ward <if Oiterbciii was a impil of tiiis school in 
the fifties. 

•lames Kmerson. (Jeorj^e H. Fincli and others settled in the 
northern i)art of the townsliiii in the earl\ lifties and the 
"Finch" school was i)rol>ably established about 18.j8 or 1859. 
Commissioner Stacy (". S<()tt was a ]pu]iil in this s<hool in 

84 



iSoiliKI, and k'aiiuil his letters from the ><'e\v York Tribune. 
The teacher was Louise Catv (Lank), and the principal patrons 
were the Cooks. Finches and Sootts. Joseph Cook was a later 
teacher in this house which now stands on the laud of George 
G. Allen and is used as a woodhouse. P. W. Spari'ow, Lucretia 
Williams, J. A. Carr, D. W. Fisher. William Stantield and 
Robert B. Lank taught in Bolivar in 1803-4; I'hoebe Cochran, 
Samuel H. Payne. D. L. Fisher, Thomas B. .Foster, Joseph T. 
Cook, Samuel C. Denton and Maggie Young in 1804-5. and E. A. 
Hann, Sampson McMillan, M. P. Rowe and J. P. Hickman in 
ISGo-G. George Woodhams taught in 1861-2. 

lu 1840 the number of persons between the ages of five and 
twenty-one in range seven in Bolivar was forty-one. and forty- 
five in 18.50. Isaac Templeton. Philip Williams, Jerry Austil. 
David F. Sewell. Mncent Crabb. John Lank and James Charles- 
worth came into Bolivar about this time. The total enumera- 
tion in 18.")5 was tifty-one in range seven and forty-four in 
range six. 

Bolivar contained lands valued at •fl04,T;!l, improvements 
f29,G;>0. and personal projierty $194.oOT when its present 
boundaries were fixed. The enumeration was 1!)1 in 1802, 258 
in 1805, 270 in 1868, and 305 in 1870. Five schools were taught 
in 1864 with an enumeration of 254, enrollment 234, and daily 
average 101. There were then one log and four frame school- 
houses in the township, valued at |1,200. A new house built 
that year cost .|499. The school term was seventy-eight days. 
Male teachers averaged |1.80 and females seventy-seven cents 
per day. The total value of school apparatus was $15. lu 1871 
six schools were taught with an enumeration of 294. an enroll- 
ment of 271, and a daily average of 227. The salary of males 
was fl.98 and females $1.78 per day. The value of all school 
property was |4,100, and there were 205 books in the township 
library. 

One quarter of the school section was sold on April 10, 
1854, for $8 an acre; one eighty sold twelve days later for $6 
an acre; a second quarter was sold September 19, 1854, for $10 
an acre; another eighty sold June 21, 1855, for $10 an acre; 
a third eighty sold August 13, 1804, and the last eighty Sep- 
tember 7, 1864, for $10 an acre, making a total of $5,700 for 
the entire section. 

B. F. Lee established a grade school in Templeton about 



1890 and the people of that village have always taken an active 
interest in school work. The school libraries of Bolivar contain 
1,120 books. The graduates of the township schools have many 
of them attended high school at either Oxford or Otterbein. 
The school spirit is good throughout the township. 

YORK. 

Organization. — All included in the civil township of Parish 
Grove from 1840 to March. 1855, when it became a part of 
Washington until December, 1855. York then again became a 
part of Parish Grove until 1800, and was part of York until 
its present boundaries were completed in 18GS. Under the 
trustees of Parish Grove until the York succession which has 
been as follows: 1860, Isaac Hall (appointed); 1861, John 
Fleming; 1866, Daniel Kirkpatrick; 1867, Anthony Dehner; 
1868, James Coulter, resigned, James Keyte appointed Decem- 
ber 19, 1808; 1869, Isaac Lloyd; 1870, James Ross; 1872, Soc- 
rates McClurg; 1878, John Ross; 1882, James Ross; 1884, Sid- 
ney J. Gillett; 1888, Joseph Perkins; 1890, William Keefe; 
1894, Joseph Perkins; 1900, Thomas Fitzgerald; January 1, 
1905, James Illingworth. 

Advisory Boards: 1899, William Shoukwiler, William 
Keefe, Truman Kirk]iatrick; 1900, W. M. Kinney, W. P. Mc- 
Ewan, R. C. Yates; 19(11. James Illingworth; 1902, William 
Barr, Jr.. \\'. P. McIOwaii, Tlioraas Donahue. 

Teachers UML'-O : lOniory Hoover, Lillian Carr, principals 
high school; Lama .McKaniia, Leona Wright, assistants; Anna 
-Matkin. Mabel Myers, John Illingworth. 

Though the I'otawattomies had gone before the first settlers 
appeared in York, ilie Treaty of Tippecanoe, framed in 1815, 
stii)ulaf('d Ilia I ilie United States should give to certain chiefs 
of llic iiihc a section of land each, to be situated somewhere 
in the territory they ceded to the government. In October, 1832, 
President Andrew Jackson dii-ected that section thirty-one in 
township twenty-six, range nine west, should be transferred to 
Chief Topenebe. A short time before this Hannaniah Hewitt had 
located on the southwest quarter of this section, on the banks 
of Sugar creek. November 17, 1S:!2, Topenebe sold his land, 
but Mr. Hewitt's entry created a dispute over the title which 
continued for thirty years and was tarried through both the 

86 



Indiana and United States Supreme Courts. Quite recently 
the county recorder has received a letter from Wahtahtoo 
(White Water), a probable descendant of Topenebe, asking 
who owns the land now and of whom it was obtained. This 
place became the home of Edward C. Sumner in 1849 and 
about that time the settlement in York began to improve. In 




THOMAS FITZGERAI.D 
TRUSTEE YORK 1900-1905 



1860 Mr. Sumner, John Irwin, I. N. Clark, A. D. Packard, 
Isaac Hall, Benjamin Rodley, Theodore Swinton, Aaron Bur- 
chell, Abram H. Durkee, Joseph Blessing, G. W. Haggard, 
Patrick Ervin, William Graves, John T. Hough and Thomas 
Gilbert petitioned the county commissioners to establish the 
township of York. 



87 



In June, ISGO, Isaac Hall received frum I'arisli Grove |77.30 
special school and |27.20 tuition funds as Yoi-k's proportion 
of the former township's school monej-. The year previous a 
schoolhouse had been built on the Fleming land, now occupied 
as a cemetery, and Angelina Palmtree had taught one term of 
school in it. She enrolled ten pupils and received a salary of 
twenty dollars a mouth and board. ^Ir. Hall employed ilar- 
garet Zumalt who began her first term in June, 18G0, and 
taught fifty days, receiving the |27.29 tuition funds as part 
of her salary. The i)atr()ns of this school were John Fleming. 
Aaron IJunlicll. William Clark, John Erving, .John Hons. 
William Graves and Thomas Gilbert. Six males and nine fe- 
males were enrolled in the school with a daily average of 
twelve. All studied spelling, seven used readers, two recited 
in geography, two practiced writing, and one studied arith- 
metic. Miss Zumalt was succeeded by George McGuire in the 
winter of 1861-2. Other teachers in district one have been 
Sarah A. Peacock, Welthy Kirkpatrick, Socrates McClurg, 
Elizabeth Drum, Nettie Hargraves and Lucy Fitzgerald. The 
latter taught nmny years in York and is one of the best remem- 
bered teachers of twenty years ago. 

In the si)ring of ISdl another schoolhouse was completed, 
which stood on the southeast corner of what is now the Jacob 
Shoidcwiler farm. Driisilla McCoy and Mary Strickler appear 
to have been the first teachers in this school. Among their 
successors in the district numbered two have been Isaac Amik, 
Andrew \V. Darrough, Mary Darrough, Samuel B. Houser and 
Mattie Moore. Tiie third house, probably the "Ridge," was 
built in 18li7 and L. 1{. Shackleford taught in it in the winter 
of 18t>7-8. (Hhcr early teachers in minihcr three were Jennie 
Hargrave, Hannah Wedgbury. .Maiy E. Whyte and Olivia Ford. 
The Haub school was built in 1872. William Sedgley was the 
first teacher in number four. His successors, in the order 
named, wei-e Nettie Ilai'gravc, George ]». Manson. Tempie Bro- 
kaw, Frank E. Speck, llattie Wilcoxon, Alice Janes and Tru- 
man Kirkpalrick. Tiic next school was built in 1875 and the 
others later. 

The school lands in York townshi]) were section sixteen in 
range nine, and the west half of section thirteen in range ten. 
All of the former was sold to \\'illiam Johnson on October 17. 
1853, for fl.Cilij an acre, and all of llie hitter was sold on the 

S8 



sfiiue (late to Ileiu-y L. Ellsworth, for )|f2.(j(!i4 an acre, making 
totals of 11,032 and |S52 for the two pieces. 

The enumeration of York was IS in 1861, 55 in 1805, 9o 
iu 1809, and 164 in 1871. In 1870-1 139 pupils were enrolled 
in the three schools taught in York and the average attend- 
;iiiie was seventy-seven. The term was 116 days. The male 




JAMES Il^UNGWORTH 
trustee; YORK 190r)-190— 



teachers received |1.63 and the female |1.50 per day. The 
value of school property was |1,500, apparatus |150, and 
number of books in library fifty. In 1863-4 the two schools 
in Y'ork and the one in Richland as it now is, enumer- 
ated and enrolled thirty -four pupils, with a daily average of 
twenty-seven. The number of days taught was seventy-five 

89 



and the average daily wages of the teachers ninety cents. The 
value of the lands in York when its present boundaries were 
fixed was |139,306, improvements .|25,442, and personal prop- 
erty $164,748. 

The first commencement in York was held in the hall at 
Baub on the evening of May 8, 1885. Oma Gillett (Shonk- 
wiler), Maggie Shonkwiler (Weldon), Minnie Wilson (Barr), 
Olive Weldon (Carson), Dora Perkins (Booty), and Jane 
Perkins had completed the common school course of study and 
received their diplomas that evening. Oma Gillett read a 
"History of the Class" and the other members read essays on 
other topics. P. J. Kuntz of Sheldon was the teacher in charge 
and Trustee Gillett presented the diplomas. Olive Weldon 
taught for two years and Jane Perkins graduated as a trained 
nurse in 1903. She is now doing deaconess work in connection 
with a church in Omaha, Nebraska. 

A graded school was organized in Raub in 1881-2, with 
Truman Kirkpatrick niul Maude Housci- as teachers. In 1883 
B. F. Heaton introduced high school work, but the first regular 
course was established in 1890, and was as follows: First year, 
first half: Algebra, Zoology, Physical Geography and Book- 
keeping; second half: Algebra, General History, Botany and 
Book-keeping. Second year, firet half: Algebra, Rhetoric, 
(Jeneral History and Latin; second half: Geometry, Civil Gov- 
ernment, Physics and Latin. Third year, first half: Geometry, 
Physics, Latin and English Literature; second half: Latin, 
I'sychology, Englisli Literature and review of Arithmetic and 
(iriiiiiTiiar. Though thirty-three pupils began this course with- 
in \Uo next six years, but three, Cora Hunter, ihibel Weldon 
and Loi-ctta Port tens, completed it, and no di])l()nia was 
given any of llicm. Alexander Caldwell was princijial of the 
school during these six years and taught a normal class in the 
summer of 1891. Ella Perkins, Cora Hunter, Anna Nace, 
Oliver Xace, Bertha Bayliss, Stella Shonkwiler, Anna C. Brier 
and Jane Perkins were members of this class, which seems to 
iiave had mucli to do with originating the fine educational 
si)irit that has since produced so many teachers in York. 

W. J. Whinery succeeded Mr. Caldwell in 1897 8-9, and 
George A. Gaylord from 1899 to 1905. In 1897 Joseph Perkins 
was one of the strongest advocates of the uniform non-com- 
missioned high school course. Failing to secure this, with the 

90 



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assistance of Mv. Gaylurd ami the superintendent, he reorgan- 
ized tlie former high school course in 1899. The first class 
comijleted this course in the spring of 1901, and the members 
of this class. Edward Keefe, Blythe Fleming, Lucy Portteus, 
Wiimic Cobleigh, Jessie Wright and Sarah Keefe, received 
their (liiiloinas at the first high school commencement held 
in York. 

A two-story schoolhouse built in Kauh in ISSl was burned 
on the night of Jamiaiy :!. lS!l(i. The advanced students were 
moved into the town hall and the primary pupils, taught by 
Jessie Perkins (Strickler), were moved to a house north of 
town. In the summer of 1806 Mr. Perkins built in Raub the 
York township graded school shown in the picture. lu 1904 
Thomas Fitzgerald built an addition to this house and em- 
I)loyed a third teacher. Mr. Perkins started a library, which, 
itiidci- the management of Mr. (laylord and Mr. Fitzgerald, 
grew to be one among the best in the county. James Illing- 
wortli employed Emory Hoover as principal for 190.5-0, but 
while this sketch was being written this worthy young man 
was overtaken by an accidental death so sad and so shocking 
that it cast a lasting shadow of sorrow over the entire com- 
munity. Mr. Hoover has been succeeded by Lillian ('arr. 

Mr. Hlingworth has recently jilaced a fine physical appara- 
tus in the high school, which raises the total value of the appli- 
ances for teaching to fully |4(M). The school libraries of the 
township now contain 1,220 books, more than half of which 
have been imrcliased with donations at socials. Taking the 
last three years as a basis, eighty per cent, of the students that 
enter tiie York high school attend until they graduate; and 
taking the last four years as a basis, fifty-six per cent, of the 
pupils that enter the common schools attend until they have 
completed the common school course. This excellent condition 
of school alTairs is largely attributable to the enthusiastic 
school spirit existing in the townshij). The patrons in York 
not only encouiage the pupils, but assist the teachers, and it 
is jirobable that the first patron's township institute day ever 
held in Indiana was held in York township. York now leads 
the couniy in its per (ciii. of high school graduates, and leads 
every town and township in the county except Boswell in 
the per cent, of its <'ommon school graduates. Mr. Hlingworth 
hopes to keep York in her jirescnt proud jiosition. 

92 



GRANT. 

Organizatiou : East half was a part of school township 
twentv-foiir. range eight west, described in history of Oak 
Grove. All in the civil township of Parish Grove from ISiO to 
1S5S, when a part was placed in West Pine until replaced in 
Parish Grove in 1865, where it remained until formed into 
Grant in December, 1868. Boundaries completed in 1876. 
Under the trustees of Parish Grove, West Pine and Parish 
Grove, and Parish Grove until the Grant succession which has 
been as follows : 1868, James Kirtley ; 1872, A. E. Gilger ; 1878, 
John T. Lawson; 1882, William H. McKnight; 1886, George W. 
Cones; 1890, George Liptrap; 1894, J. C. Simpkins, resigned 
in 1899, W. D. Simpkins appointed; 1900. W. D. Simpkins; 
January 1, 100."), John W. Cooper. 

Advisory Boards: 1899. Michael Stanlon. B. P. Dimmick, 
Clark Hubbard; 1900, Robert iMlnionds, Henry W. Cook, B. F. 
Dimmick. 

Teachers 190.5-fi : Grace Greenwood, Maggie Silvers, Ray 
Conner, Zora Coffenberry, Ethel Freenuin, Harriet Earl, Eslie 
Kirk]iatrick, Elva Lamb, Clara Peterson. 

The active imaginations of the red men of the forest some- 
times led them to believe that the sounds made bj' rustling 
leaves and rippling waters were the voices of spirits speaking 
to them from forest and stream. Interesting indeed would bo 
the story of the pioneer schools of Benton county if told by 
voices speaking from the winding branches of the picturesque 
Pine, or the groves along their banks. In the evening of an 
October day in 1837 a man of about thirty was standing on the 
bank of the west fork of Pine about one and a half miles from 
where it crosses the south line of the county. Away toward 
the west he saw the dim outlines of the Grand Prairie, seem- 
ingly as boundless as the ocean itself. Around him to the 
south and east and north were forests of hickory, oak and 
maple, crowned with the regal beauty of the glorious tints of 
autumn. Dropping his eyes he saw at his feet a very essen- 
tial thing in the life of a pioneer — a stream of living water. 
Fascinated with the beauty of the scene around him, he resolved 
to secure it as his future home. His name was Thomas Martin 
and on October 21, 1837, he purchased his chosen site from the 
United States government. The land he received is described 

93 



as the uurtlnvest quarter of the southeast quarter of sectiou 
twenty-nine in towushij) twenty-four nortii. and range eight 
west. 

July -Al. 1S41, Thomas Martin, Joseph Ward, William 
Smith, Thomas Smith, James Smith, William McConnell, Sam- 
uel McConnell, Perigon Garland and William Garland peti- 
tioned the county school commissioner to sell the school section 




W, I). SIMKIXS 
TRUSTEE GRANT 189il-l'J05 



(16) in township twenty-four, range eight. The petition was 
granted and the west half of the section was sold to Abner 
Evans on November 12, 1841, for |400, one-fourth cash and the 
balance in ten years, with interest at seven per cent. The day 
follo\\ ing the sale Thomas Martin applied for the loan of the 
flOO received and became the first borrower from the Congres- 

94 



sioual school fund iu Beutou couut\ . Mr. ilartiu was a man of 
more than ordinary intelligeuce, was well educated for his time, 
and was the support of a wife and three children. He used 
the money borrowed to improve his home and in it, in the fall 
of 1S42, he opened the first scliool taught in what is now Grant 
township, and the second scliool opened in Benton county. He 
taught spelling, reading, writing and arithmetic from such 
books as could be had in the community. He was a man of 
genial and kindly nature and possessed none of the stern char- 
acteristics so common to pioneer teachers. Lewis Jones of 
Boswell was a pupil in the school of 1842 and says that Mr. 
Martin was always trying to help his pupils and did not know 
what it was to be cross. Speaking of the pioneer schools, Mr. 
Jones says that the great events of those days were the spelling 
matches. He declares that one of the saddest moments of his 
life was when he, the pride of his teacher and schoolmates and 
the only one left standing against a rival school, went down 
on the word ''cachexy." 

The first school district in Benton county was created on 
February 1, 1845, and was composed of the east half of the 
Grant of today. Forty-niue children between the ages of five 
and twenty one were then living in the district. The patrons 
were Joshua Howell. Isaiah Perigo, John Eose, Mary Mcllvain, 
John McConnell, Hezekiah Rogers, James Smith, Thomas 
Smith, Perigon Garland, William Smith, John Whitaker, Jo- 
siah Smith. Joseph Ward, William Board, Abraham Howery. 
Joseph Smith, Jacob Oassel and Thomas Martin. On April 
14, 1849, this district was divided into three districts, having 
a total enumeration of eighty-six. 

A little more than a half mile south of Chase is the old 
Isaiah Perigo homestead. Here in the summer of 1848 was 
built a log smoke-house. At the request of his neighbors Mr. 
Perigo permitted the building to be used for a schoolhouse the 
winter following, Luther D. Hawley having charge of the 
school. Some of Mr. Hawley's pupils were Jonathan Howell, 
Allen and William Gillespie, George Perigo and John M. Stan- 
ley. Mr. Stanley says that this house was seated with rough 
puncheon seats without backs. The pupils had to sit upright 
facing the center of the room. Many of them could not touch 
the floor with their feet and sometimes grew tired beyond en- 
durance. The only desk in the room was a shelf placed on 

95 



two slanting pegs in the wall. But one person could use the 
desk at a time, and the pupils were coming and going all of the 
time, glad to get a chance to use the rough board shelf. 

<.)n June 7, 1840. the east half of the school section in Grant 
was sold to William T. Rowe for |400. One acre of that land 
would now sell for what one hundred acres brought then, and 




JOHN W. COOPKK 
TRUSTEE GRANT lilOS-IlH)- 



six per cent, interest on the present value of one acre would 
annually amount to the price then paid for six acres. In tlu"- 
summer of 1S4!) (wo schoolhouses were built, one near the 
Perigo and the other near the Martin home. It is not known 
who taught the Martin school in 1849-50, but the teacher's 
report (^\liich he forgot to sign) says tlie schoolhouse was "n( w 

96 



and coiufoitable." The ourollmeut was forty-five and the aver- 
age daily attendance fifteen. Spelling, reading, writing and 
arithmetic were taught, and "McGuffy's Readers," "The Way 
of Holiness,' "Signers of the Declaration of Independence," 
and 'Tike's Arithmetic'' were among the text-books used in 
the school. The term was sixty-five days and the teacher's 
salary was fifty dollars for the term. At the Perigo school Mr. 
Hawley's enrollment was thirty-five, his daily average twenty- 
two, term three months, and salary eighteen dollars a month. 
Hulda Holcher taught the school in district one (Martin) 
in the summer of 1S.50 and William Hubbard in the winter 
of 1851--. ^Ir. Hubbard recalls Susan Eoberts, Hannah Kel- 
ley, William Smith, H. C Cassel and Henry McDaniel as some 
of his pupils who are still living. Who taught this school in 
1852-3 is not known to the writer, but a scrap of paper, yellow 
with age, has come into his possession which says: "This Dis- 
trict with what now constitutes District No. C had a 65 days 
publick school taught by a ^Male teacher. The branches taught 
were Spelling, Eeading, Writing & Arithmetic. Books used — 
Elementary and Cobs Spelling books, McGuffies 1st. 2nd 3rd and 
4th Eeaders, Smiths and Davies Arithmetics, Signers of Dec. 
of Independence, Murders & daring outrages committed in the 
Country, English Eeader, an Introduction, Life of Andrew 
Jackson, U. S. Speaker, American preceptor. Porters Ehetor- 
ical Eeader Premium hist. U. S. Universal hist. U. S. &c.&c." 
The report is given as it is written, without any corrections 
of any kind. Two kinds of spellers and two kinds of arith- 
metics were used. As reading was the only other subject 
taught in which a text could be used, it will be noticed that 
fourteen different kinds of books, besides those included in the 
and-so-forths, were used in teaching reading. The program of 
the daily work of this teacher and his school would be a valu- 
able educational relic. 

In 1852 a school was opened iu a private house in district 
three. Five pupils were enrolled with A. W. Boltinghouse as 
teacher. In 1852 district one was divided, all west of Pine 
Creek remaining in that district. All east of the creek was 
placed in a district numbered six and a schoolhouse was built 
on the corner east of the old Cassel (now Dewey) homestead. 
The schoolhouse built in 1849 was moved to a point just west 
of the old Charles McDaniel home where it stood until recently 
torn down. 

97 




.MORNING KKCESS IN GRANT 



In 1S52 the school affairs of the west half of range eight 
passed to the control of the trustees of Parish Grove township. 
Soon afterward the districts were renumbered, Cassel's becom- 
ing district one, Perigo's two, McDaniel's three, and a strip two 
miles widCj off the northern part of the township as it now is, 
became district four. In 1858 West Pine was created, leaving 
district four in Parish Grove. Asa H. Vanover was the first 
trustee of West Pine. His successors were John T. Stokes in 
1859 and James M. Harris in 1861. In 1860 Henry Robertson, 
then trustee of Parish Grove, built a schoolhouse in district 
four (north of Chase), and Jesse Cux'l taught the first term in 
it. His patrons were John Henderson, William Lindsey, John 
Gillespie, Frederick Besser and Joseph Hixon. Another school 
(probably the Dimmick) was built in 1861, and John J. Ripple, 
William Marvin. Charles Ford, Elizabeth Scott and C. M. 
Scott taught in the various schools in 1861-2. B. Freeman, 
Mary Town, Samuel Cheney, J. G. McNeil, Stephen Adsit, 
Henrietta Freeman, Spencer Shanklin and H. Edwards were 
among the teacheri? of Grant in 1862-3-4. 

Grant township received its name in December, 1868, and 
then included all of what is now Grant and Hickory Grove. 
By this time eight school districts had been formed in what 
DOW constitutes Grant. James Kirtley became the first trustee 
of the new township and employed Earl Sherwood, J. G. Mc- 
Neil, C. J. Parker. James H. Neal, Albert Kolb, Maggie Young, 
Samuel Dinwiddle and James W. Hash as his first teachers, 
paying them a total of |935.98 for their services. Mr. Kirtley 
was a strong advocate of free schools and is entitled to the 
honor of levying the first local tuition tax paid in Benton 
county. The first levy was made in 1869 and was five cents on 
each one hundred dollars valuation of property. The total tax 
valuation in Grant at that time was |466,846. There were 
many delinquents, so the receipts from the first levy amounted 
to but 1195.86. The next year the levy was raised and the local 
tuition receipts advanced to $501 in 1871. William Hash, 
B. F. Heaton, Charles Menefee, J. M. Cassel and Charles Moore 
taught in 1871-2, and Marion Menefee, J. H. Freeman, George 
"Vail and Alice Hash taught in 1875-6. In 1883 Charles John- 
son, Perry Kirtley and Flora Wattles had the honor of becom- 
ing the first common school graduates in Grant. Clara McNeil, 

99 



Lilly D. Wattles. Annie Whiuery, Ratia O'Dowd, Charles John- 
son and Luther Perigo were among the teachers in the eighties. 
There arc 860 books in the school libraries of Grant. Nearly 
all of the common school graduates enter the Boswell high 
school, where many of them remain to complete the four 
years' course. The school spirit is so good in Grant that the 
township took first place in regularity of attendance in 1904-5, 
and Mr. Cooper hopes to maintain this interest and generally 
improve the schools. 



Organization: Two thirds in Pine and one-third in Parish 
Grove from 1840 to 1851. when the part that had been in Pine 
was placed in Oak Grove. In Parish Grove and Oak Grove 
from 1851 until March, 1855. when tlie north half became parts 
of Prairie and Washington until December, 1855, at which 
time Prairie was again placed in Oak Grove and Parish Grove 
where it remained until March, 1861, when the east two-thirds 
was again placed in Prairie, where it continued until 1872-5, 
when the present boundaries were fixed and the west third 
taken from Parish Grove. L'nder the civil trustees of Pine and 
Parish Grove, and Oak Grove and Parish Grove, until the 
Prairie succession, which was as follows: 1861, William 
Wisher; 1863. John E. Fenton ; IStU. George Armstrong; 1865, 
Thomas Childs; ISCC). John E. Fenton; 1867, Thomas Childs; 
1869, Nathan Ilibbs; 1870. William Hughs, who served until 
the west third was joined to Prairie and the name changed to 
Center, since wliiih limc the Center succession has been as 
follows: 1876. William Hughes; 1878, John W. Switzer; 1882, 
O. C. Brockway; 1886. Henry Taylor: 1890. Warren B. Sheetz; 
1894, B. F. Jolinson; 1900. O. H. McMaster. resigned. E. P. 
Chenoweth appoinlcd in January, 19(13; January 1, 1905, Allen 
W. Hagenbuch. 

Advisory Boards: 1899. James A. :McKnight. Robert P. 
Chenoweth, Ole Olson. 

Teachers 19(15-6: Louise Studer. Emma Johnson, Mary 
Hoss, Mabel Yost, Ralph Nelson, Benjamin Bugbee — Ada Yan- 
Scoyoc, O. D. Lamb, principal ; Ethel Anderson, assistant. 

The first settlers of C<?nter seemed to have arrived in 1838. 
The logs with which their cabins were built were hauled from 
the nearest groves. The settlement grew so slowly that no 

100 



school was opened uutil the spriug of 1852. Theu Anua Birds- 
all taught school in one room of her father's home, enrolling 
ten pupils and charging $1.50 per month for each child attend- 
ing. The house in which she taught stood on what is now 
known as the Marlow place, a half mile east and a little north 
of Swaninglon. The next rear a school was taught in an old 




R. p. CHENOWETH 
TRUSTEE CENTER 1903-1005 



cabin that stood on the Carr farm about a half a mile north 
of the Birdsall home. Eliza McClure was the teacher and a 
part of the term was paid for with public money. In 1854 a 
public school was opened in an old cabin that stood a few 
yards south of the site of George Pfleeger's home near Swan- 
ington. This school was taught by Elizabeth Young, who re- 

101 



ceived a salary of twenty dollars a mouth. In 1856 William 
Wisher, John Carlyle, George Champly, Hamy Hamilton and 
others built a schoolhouse about forty rods south of the old 
cabin. This was called the ^Visher school. The desks were 
slanting shelves fastened to the wall. The seats were backless 
and placed around the house in front of the shelves. When a 
shelf was used the pupils had to sit with their faces toward 
the wall. When through using this rustic desk, the pupils 
would turn with a quick motion that threw their feet over the 
long bench, and sit upright facing the center of the room. 

Mary Logan was the first teacher in this building and 
numbered among her pupils members of the Wisher, Eommel, 
Crosson, Calkins, Beazel, Young, Lamborn, Miller and Went- 
worth families. The great events of that year were the spell- 
ing matches between the pupils of the Oxford and Wisher 
schools. These interesting occasions were then looked forward 
to with much the same spirit as now inspires our young ath- 
letes and orators, and the boy or girl that stood up the longest 
at a spelling match was the hero or heroine of the occasion. 
"The principal modes of punishment in this school," says one 
of the pupils, "was flogging the boys, and keeping the girls in, 
or making them sit with the ugliest boy in the school. History 
has not recorded the names of any of the "ugliest boys," but it 
is known that tho.se were happy days for some of them who 
later won the damsels that had been "punished" by sitting by 
their sides. 

The first teacher in the Wisher school after the formation 
of Prairie township was Mary M. Calkins. She was succeeded 
in 18G2-3 by Henrietta Barnes who received a salary of twenty 
dollars a month. The number of persons of school age was 
thirty-one in 1855, forty-one in 18G1, seventy-seven in 1862, and 
sixty -seven in 1864. Blackston Freeman taught in 1863-4. He 
taught eighty-six days, with a daily average of thirty-four, at 
|1 .07 per day. 

Previous to 1852 no district or township school tax of any 
kind could be levied without a vote of the people. The early 
settler was a man of independent thought and action. He 
wrought the forest into a habitation for his family and for its 
members he wrested a living from the untried soil. His code 
of law often was that his family and his property belonged to 
him and that nothing should be done for or with either with- 

102 



out his eouseiit. As his father had not submitted to school 
taxation without giving his consent, why should he do so? This 
spirit was early abroad in some communities in Benton county 
and yielded slowly, often only after a fierce struggle. The 
county commissioners passed on all tax levies made by town- 
ship trustees, but in many instances levies for school iJurposes 
were annulled on petition of the taxpayers. 




ai,i,e:n w, hagenbuch 

TRUSTEE CENTER l'J05-190— 



When William Wisher became the first trustee of Prairie 
township, in 1861, he received from the trustee of Oak Grove 
138.67 as Prairie's share of "the schoolhouse building funds." 
This and the schoolhouse he and his neighbors had 
built composed the school property of a township, then six 
miles wide and twelve miles long, containing 45,175 acres of 

103 



occupied land aud total taxalilcs ainoimthig to |197,118. This 
being true, it is little wonder that the commissioners two years 
later promptly approved a levy of twenty cents on the one 
hundred dollars made by Mr. Wisher for "schoolhouse building 
purposes." The levy and approval aroused great indig-nation 
in the vicinity of the school, and, on July 25, 1863, a public 
meeting was held in the one schoolhouse in the township to 
consider ways and means for defeating the levy. A long peti- 
tion had been prepared and was unanimously adopted at the 
meeting. Among many things set forth in it were that this 
was "A tax believed to be without a parallel in Benton county" ; 
that "Considering, as your petitioners respectfully wish you to 
consider, the unparalleled burdens, National, State, county, 
and township under which we labor, imperatively calls for a 
diminution rather than an augmentation of taxation; and 
which, if not in a short time diminished, will render it impos- 
sble to meet such excessive demands upon our capital and 
constant toil, and provide for the continual wants of our suf- 
fering families. It is entirely useless for us to enumerate a 
family's wants, and their attendant costs, for you are fully 
aware of such." When one realizes that the total amount of 
this levy amounted to but $394.20, not more than half of what 
one country schoolhouse now costs, he may become lost in 
wonder at such a struggle to defeat the levy. But again, when 
he realizes that for forty years no school tax could be levied 
without a special vote of a district, township or county, ana 
•when it is remembered that this was in the midst of the Civil 
War — a time of conflict of opinions on many questions — little 
surprise should be felt at such action, and no condemnation 
should be visited upon the actors. The levy was annulled and 
withdrawn from the records. 

Elizabeth Young, S. H. Payne, George Yancey, Henry Ed- 
Tvards, Lizzie Birge, John S. Beazel, Mollie T. Wentworth, Rosa 
Orsbourne, Lewis H. Harney and E. H. Young followed in reg- 
■ular order as teachers in the Wisher school. In the spring of 1867 
Henry Rommel taught a school in a log cabin that stood on the 
northeast corner of the northeast quarter of section twenty- 
seven, range eight west, receiving flOO for three months' work. 
No other term was taught in this cabin. In the fall of 1871 an- 
other school was opened in the summer kitchen of Joseph J. 
Ijcwis, about three-fourths of a mile west of the site of the East 

104 



Center school. The first part of the term was taught by Jennie 
Lane of Lafayette, but it was completed by Elizabeth Young. 
She also taught the first term in the East Center school which 
was built in 187-. Laura Lewis, Henrietta, Jessie and William 
Graham, and Mary A. Pearson (Chenoweth) were pupils in 
the summer kitchen school. Matthew H. Walker taught the 
second term at East Center. The third schoolhouse built was 
in Fowler, and two other buildings were erected before Prairie 
became Center township. The countr^y teachers in 1S75-6 were 
Adelaide Smith, F. J. Brown, Samuel Heisler and T. M. Under- 
wood. The enumeration was seventy-five in 1866 and 109 in 
1871. In 1S701 but one school was taught; the enrollment 
was seventy-nine, daily average forty-two, days taught 120, 
teacher's daily wages fl.87i/;. total value of school property 
in township .|3<i(l. and forty-six volumes in the libi'ary. 

On October 17, 1853, the southeast quarter of school sec- 
tion sixteen, township twenty-five, range seven west, was sold 
for P.75, and the west half for |8 an acre. Ajiril 21, 1857, the 
remaining quarter of this section was sold for |5 an acre, mak- 
ing S3.!)C>(I for the entire section. October 6. 18.54, the southwest 
quarter of school section sixteen, township twenty-five, range 
seven west, was sold for $5 an acre, and on Januaiw 13, 1855, 
the remainder of the section was sold for $5 an acre, making 
.?3,200 for the entire section. 

Warren 15. Sheetz established a graded school at Swaning- 
ton in 1804. employing ("arl McCaslin and Lulu Johnson as 
tiie teachers in 18!)4-5. The people in the vicinity have always 
taken pride in this school and have done much to uphold it. 
They avo now asking Trustee Hagenbuch to build them a new 
building and organize a high school. Tlicie are 1,210 books in 
the school libraries of the township. Many of Center's common 
school graduates have completed the course of the Fowler com- 
missioned high school, and quite a number of them have taken 
a -college course. Mr. Ilagenbuch has been both a high school 
and college student, and is especially anxious that his teachers 
and schools should be of the best. 



Organization: All of Union in range seven was a part of 
sdiool township twenty-six. range seven, organized in 1850 with 



106 



John Borick, John Johnson and Charles Dawson trustees. All 
in Pine from 1840 to 1851 ; in Oak Grove from 1851 to March, 
1855, and in Prairie until December, 1855, when it was again 
placed in Oak Grove until the re-formatiou of Prairie in March, 
1861. Present boundaries fixed and township named in June, 
1861. Under trustees of the civil townships of Pine, Oak Grove, 




GREEXBERRY SAVERS 
TRUSTEE UNION 1900-1905 



and Prairie until 1861, with the Union succession as follows: 
1864, John W. Nutt; 1865, Ephraim Savers; 1867, John W. 
Nutt; 1868, Henry Timmons; 1872, A. W. Williams; 1874, Jay 
Bottenberg; 1878, L. D. Timmons; 1880, Morris N. Pelton;, 
1882, George H. Smith ; 1886, W. S. Rowe ; 1800, Lyman Barce j 
1894, John Patterson, resigned in 1899, Winfleld S. Rowe ap- 

107 



pointed; 1900, Greeubervy Sa.vers; Januai'v 1, 1905, David J. 
Finnessy. 

Advisory Boards : 1899, Amos Hagenbucli, Thomas Gray, 
James D. Woodbui-n ; 1900, D. A. Waller, Amos Hagenbuch, 
James D. Woodburn; 1901, Bryce Ferguson — W, C. Oneal, 
Fred N. Miehels; 1902, Mark Crandall, F. C. Nutt, W. C. Oneal. 

Teachers 1905-0: George A. Gaylord, principal high school; 
J. E. Garvin, assistant principal ; Lizzie Gray, Anna Hogan, 
H. A. Kretzmeier, Elmer Clark, Katie Hogan, Maude Anderson, 
Pearl Sayers, Louise Michel, Mabelle Bruce. 

The first schoolhouse in Union was built by Epps Johnson 
in the summer of 18G3. It stood two miles east and one mile 
south of where the handsome graded school shown in the pic- 
ture now stands, and cost -fill. The first school in this house 
was taught by John W. Swan in the winter of 1863-4. Mr. 
Swan enrolled eleven pupils and received thirty-five dollars a 
month. Emma Freeman taught forty-three days for forty- 
three dollars in the summer of 18G4. Mr. Swan taught again 
in the winter of 18(14-5, and Mrs. B. F. Davidson and William 
Nutt were pupils that tei-m. Jacob Lucas furnished the fuel 
for |2T.7o. Maggie Young taught in this school in the winter 
of 1805-6, and Lydla Dwiggins, Samuel H. Payne and Henry 
Rommel were her successors from 1860 to 1870. Later the 
location of this school was changed and the building sold to 
James Watt and moved onto his farm, where it now stands. 

In 1865 the people in the northwestern part of the township 
asked Trustee Sayers to build a schoolhouse in that corner of 
Union. Mr. Sayers rode on horseback to Oxford and placed 
the matter before tiie county commissioners, who directed him 
to prepare an estimate of the cost of a building large enough 
to accommodate the pupils likely to be in the community for 
several years to come, and submit this estimate to them for 
consideration. He did as requested. His estimate was ap- 
proved, and he erected the house in the summer of 1866. This 
building was twelve feet wide and fourteen feet long. The 
total cost of the material in it was |140.04. William F. Swan 
did the carpenter work and lathed and plastered the house for 
$37. The seats, desks and stove cost $27.10, making a total 
cost of .$204.14 for the building and furniture complete. Small 
as the cost seems, the expense incurred in establishing this 
school became the leading issue at the next township election. 

108 



The eamiiaigu was a warm oiu>. The voters were all present at 
the election and when the ballots were conuted it was found 
that Mr. Savers had been defeated for re-election, because he 
had built such a hiri/e schooUtotisc for only ciylitcoi or twenti/ 
children. 

The first school in the buildino- was taucht bv Eliza Dwio- 




DAVID J. KINNES5Y 
TRUSTEE UNION 1905-190- 



gins, who enrolled eighteen pupils. Her early successors were 
John \y. Swan, Sarah Jane Bugbee and Araniuta Cowgill. 
Miss Bugbee speaks of the building as "a little coop of a house 
in which one had scarcely room enough to turn around." The 
Center school was established about 1870, the Monty and 
Meader schools in 1872, the Lochiel school in 187.5. The other 

109 



houses were built later, the last being the one two miles east 
of Lochiel, built by George H. Smith who was elected trustee 
in 1S82. O. B. Jones, H. L. Woodburn, Leroy Hillis, W. H. 
Isham, W. L. Johnson, Rhoda Sayers, Clara Ladd, Peter Pot- 
house and W. F. Morgan taught for Mr. Smith in 18S4-5. 

Many interesting incidents referring to discipline in the 
early schools of Union have been related to the writer. In one 
school a small lady teacher had been driven almost to despera- 
tion by a large young man of twenty who had become dis- 
pleased with her and told her that he proposed to do as he 
pleased, not as she wished. In the evening a patron came for 
his children in a large sled. Through the window the teacher 
saw him coming, and noticed that he carried a large "black- 
snake" whip. As soon as he entered the schoolhouse she ran 
out to the sled and got the whip. When she returned to the 
schoolroom she informed the young man that the question as 
to whether he or she was to control the school must be decided 
at once. She then whipped him untjl he begged her to quit, 
and promised to do better. He kept his promise, and her pupils 
yet speak of her as one of "the loveliest teachers that ever 
taught in Union.'" 

\Mien Union was organized it contained real estate valued 
at §100,79."), improvements |1,425, and |5,216 worth of per- 
sonal proiK'rty. The enumeration in 18C5 v>'as 19, 33 in 1866, 
58 in 1869, and 101 in 1871. In 1870-1 the two schools taught 
enrolled eighty-two i)upils. with an average attendance of 
seventy-four during the seventy days taught. Each teacher 
received f2 ]>er day. the total value of school property was f735, 
and there were fifty books in the township library. The school 
section situated in Union was sold on April 10, 1851, 480 acres 
bringing $3 an acre, and 160 acres bringing |3.21, making a 
total of §1,958.40 for the section. 

James Woodbuin was the first teacher in the Meader school. 
In this school on March 5, 1882, the first common school diplo- 
mas issued in Benton county were presented to ^lary H. Pel- 
ton, Frank Meader and Herman Pelton by their teacher, Sarah 
Jane Bugbee. Ever filled with the spirit of the born teacher, 
Miss Bugbee was very j)roud of her pupils, and invited every 
one in the community to be present at the graduating exercises. 
The pupils exhibited their work in arithmetic, grammar, spell- 
ing and drawing by means of (juick wovk on the blackboard, 

110 



and a in'ogram of recitations and essays in which the graduates 
took a part Avas given. The diplomas were presented at the 
close of the exercises, and the well-pleased people went to their 
homes little dreaming that the interest awakened that day was 
to grow so rapidly. Twenty years from that spring more than 
six thousand people attended the common school graduating 
exercises in Benton county. 

The first high school work in Union was introduced by 
William Johnson in the fall of 1892. Mr. Johnson died in the 
winter and the term of 1892-3 was completed by Benjamin F. 
^^cudder. In 1893 a two-story building was erected and a two 
years' high school course organiwd. Mr. Scudder remained at 
the liead of the school until the spring of 1895, when he pre- 
sented to Nellie Gray, Mai\v Humphreys and Oliver Nutt the 
first township high school diplomas in Benton county. The 
two years' course was continued until the erection of Union's 
lieautifiil graded school building. This building was erected 
by W. S. Kowe in 1900, and is now known as one of the best 
township school buildings in Indiana. Some substantial 
iniiirovcmcnts were added by Mr. Sayers. The total cost of the 
Imildiiig. grounds and barns was about |12.000. Oscar Xoe 
was cniiiloyed as principal of the Union high school in 1897 
and had charge of the school in the new building until the 
spring of 1902. He was succeeded by John T. Titsworth in 
1902-3-4, and George Bugbee in 1901-5. A three years' high 
school course was organized in 1900, which gave way to the 
counly course adopted in 1903. The school now has a good 
library and a fair amount of apparatus. The school libraries of 
the township contain 1,180 books. Almost all of the common 
school graduates of the township have been taking at least a 
three years' high school course, and many of them have at- 
tended a commissioned high school in either Fowler or 
Goodland. The j)Oople have always manifested a commendable 
interest in their schools and are striving to keep them as good 
as the licst. Mr. (Jaylord and his high school inipils have re- 
cently given a play for the benefit of the high school library, 
and Mr. Finnessy is looking carefully after the interests of thi.s 
and till' 111 her schools in Union. 

112 



GILBOA. 

Organization: All included in the civl! township of Pine 
from 184:0 to December, ISGG, when the boundaries of Gilboa 
were completed. Eange six organized as a school township in 
January, 1850, with George Wiggins, James O, Denton and Ri- 
naldo Sutton trustees. Range seven, see Union. Under trustees 
of Pine until the Gilboa succession, which has been as follows : 
1866, James Witham; 1867, John Garretson; 1872, John Mc- 
Murtry; ISSO, Henry C, Bugbee; 1884, W. I. McCuUough; 
1888, E. A. Hunt; 1894, W. H. Cheadle; 1900, John V. Bartoo; 
January 1, 1905, James H. Gilbert. 

Advisory Boards: 1899, John W. O'Connor, William Rode- 
hafer, Elias Julian; 1900, G. Grimble. W. Feltis— J. W. O'Con- 
nor. Elias Julian; 1902, G. Grimble. D. N. Shand, E. Julian. 

Teachers 1905-6: E. H. Carter, principal high school; War- 
ren McConnell, assistant principal ; Nelle Shand, Jesse Roth, 
Arthur W. Lucas, George Hoover, Huey Lambert, Vernie Cox, 
Frances Shand, Nettie Lambert. 

Seven miles directly north of the 1831 summer camping- 
gi'ound of the first settler in Benton county stands Mount 
Gilboa. It was so named by Simon Brown, u minister of the 
gospel and its former owner, while he was standing on its 
summit. This eminence commands a magnificent view of the 
surrounding country, and, as one stands where the ehristener 
stood, it is not only easy to recall the biblical mount of old, 
but seems easy to imagine that in days long gone by Miamies 
and Pottawotomies watched the chase from this height or sent 
up the signal smoke of war from its summit. Two miles east 
of this elevation is a grove in which James O. and William 
Denton settled some time previous to 1840, possibly as early 
as 1832. The first home of William Denton was a one-room 
cabin, built about one-fourth of a mile east of where the Grove 
school now stands. He prospered, his family grew, and a 
larger house was built in the forties. Other settlers had come 
into the community when, in 1850, Stephen Cheadle opened a 
school in the abandoned cabin. His patrons were William, 
James 0. and Joseph Denton, Samuel B. Trenter and George 
D. Wiggins, who were the fathers of four boys and ten girls 
between five and twenty-one years old at that time. These all 
lived in range six. In range seven there were but three boys and 

113 



four jiiils uf scliiiol ajit', the cliildreu uf Francis Dawson, John 
Southard and Ezekiel Dawson. Within the next two years 
Minet Kidney, John Dawsou, Joseph Culthain. Theodore Davis, 
Daniel Thompson and Mary Stevid moved into range seven and 
the number of eliildren of school age was increased to ten. 
Meantime L. D. Timmous. John Mussen, J. Southard and James 




Ji II IN V. DARTiiu 
TKISIKF. Gll.IlOA I'.«l0-r.i 



and William lOlniun- had settled in range six, and ir was de- 
cided to l)uiid a scliooliiouse. A new frame was built about 
three-eighths of a mile east and one-eighth north of tiie present 
grove school, and a six weeks' public school was taught in the 
winter of 18.");^-1. There were eleven boys and thirteen girls 
enrolled and the Icaclier rcteived ll.STV-: per day. 

114 



lu l.^dO another bouse was built about oue mile east ami a 
little south of where the McCulIough school now stands. This 
was known as the Miller school. It was taught in 18(10-1 by 
Joseph Holling-sworth. by D. Reed in 1S61-2, by G. A. Haskell 
In 1S62-3, and by Carver Stanfield in 1803-4. The latter taught 
for three months at f30 per month. His enrollment was sixty- 
five and his impils were seated four in each seat. Mrs. B. V. 
Davidson, Orlando Johnson and Philip Fisher were pupils in 
that school. The latter says the "teacher did not whip any, 
but shook up the pupils pretty lively sometimes." Mr. Stan- 
field was educated in a log schoolhouse in Tippecanoe county 
and attended Asbury University (now DePauw) oue term. He 
thinks the college course then about the same as a high school 
course is now. >yhen he applied for his license he reached the 
examiner's home about noon and was told to "put up his horse 
and come to dinner." Dinner over, he was told that his license 
would cost him one dollar. He paid it and was given one year's 
license. "A good day's work," says Mr. Stanfield, "a fine 
dinner, my horse fed and my license, all for one dollar, and no 
questions asked." E. A. Hann appears to have taught in Den- 
ton's grove in 1860-1, and Anna Magee in 1862-3-4. 

Gilboa's portion of Pine was land valued at ?ll(!,lfi4, im- 
provements 110.200. and |41.044 personal property. The 
amount of special school receipts for the first year was $167. .50. 
tuition I304..5T. The two schools in the township wei'e taught 
the first year (1867-8) by P. D. Corkins and J. S. Gilpin, eacli 
receiving flOL-iO salary. About 186.5 a school called "Anti- 
cell" was built a mile and one-fourth west of Denton's Grove. 
From 1867 to 1871 three new houses were built. The enum"ra- 
tion in 1868 was 157, increasing to 120 males and 108 females 
in 1871. In 1871-2 five teachers were employed for |1.50 per 
day each ; 168 pupils were enrolled in the five schools, with an 
average daily attendance of 101. The total value of all school 
property was fl.OoO, and there were fifty library books in the 
township. The five teachers were Daniel W. Osborne, J. \y. 
Forney, Louise Parris, Jennie Brown and Upton Matthews. 
Gilboa settled so rapidly that by the close of 1'875 ten schools 
had been opened and the enumeration was 303. The ten teach- 
ers in 1875-6 were William Corkins, Hattie C. Smith. Daniel 
Fraser, W. I. McCulIough, P. D. Corkins, P. S. Corkins, Rosa 
Brown, Clara Brown, Clara Engler and Ima Brown. Mr. 

115 



Fraser began teaching in 1874 and speaks of a vear in which 
he taught tlie McCullough school as being "the happiest in his 
life." "That year," he says, "I began teaching as soon as I got 
to school in the morning and quit when I got tired in the after- 
noon, sometimes at three, and sometimes at four or five o'clock. 
I knew very little about arithmetic, but was counted a great 




JAMKS H. i.II.HKKT 
TRL'STEK GII,HOA l'J(l."i-l'.IO ■ 



success in mathematics because I was able to get Will Hol- 
lingsworth and the t^heedy boys to solve the hard problems 
tliat I could not get myself. When some little fellow got rest- 
less and uuule too much noise, I had one of the big boys raise 
the nearest window and drop him out to get some fresh air. I 
thought it a great shame to keep little children cooped up too 

11(> 



long.'' In 1SS3 Miranda Wilcox won the lionor of becoming 
the first graduate in Gilboa townsliip. 

The school section in Gilboa was sold on October 3, 1S7J!. 
One quarter sold for §16 an acre, another $19, and the remain- 
ing half |20 an acre, making a total of $12,000 for the section. 
The interest on this amount is prorated to all children of 
school age residing in range six, in both Benton and White 
counties. 

Trustee Cheadle early became imbued with the high school 
spirit that began to arise in 1S9T and soon endeavored to es- 
tablish a high school in Gilboa. The effort failed until 1900. 
Soon after the common school commencement that year about 
sixty-five per cent, of the patrons in the township petitioned 
the trustee and advisory board to establish a high school. 
During the fall and early winter the Gilboa High School shown 
in the illustration was built at an original cost of about $1,000. 
Edgar L. Penn was the first principal, assisted by Mabel Wood- 
burn (Bugbee), since deceased. November 16, 1900, Mr. Bar- 
too became trustee and a high school course was established. 
Oeorge Bugbee was principal in 1901-2-3, and E. H. Carter in 
1903-1. At the close of the latter year Mr. Bartoo held the 
first high school commencement in Gilboa, E. H. Carter pre- 
senting the diplomas to Huey and Nettie Lambert and Ada 
and Ethel Hollingsworth. members of the first graduating 
class. All of this class taught in Gilboa in 1901-5. The picture 
is fr'^m a flash-light photograph taken at Gilboa's first high 
school commencement. The people of Gilboa are quite proud 
of their high school and over twenty students enroll in it each 
year. The house and grounds have been improved and are now 
valued at $5,500. George Felder was principal in 1901-5, with 
Grace T. Crandall assistant. Mr. Gilbert re-employed E. H. 
Carter for 1901-5, and both are making an earnest effort to 
keep the Gilboa high school up to the standard of the best. The 
school has a good reference library and about $300 worth of 
apparatus. The school libraries in Gilboa contain 1,260 books, 
at least 1,200 of which have been purchased by means of the 
liberality of the people attending school socials. An excellent 
f3chool spirit exists throughout the township. 

117 




II.HOA f.KADEU SCliOOI, 



UK'Ill.AXn. 

Organization : All iiuhuled in I'arisih Grove township from 
1S40 to Mai'fh, 1855, when it was placed in Washin^tou. All 
in AYashington until Deeember, 1855. when it was again placed 
in Parish Grove until it became a part of York in 1S60. Pres- 
ent boundaries completed in 1S6S. Under the trustees of Par- 
ish Grove, succeeded by the trustees of York until the Richland 
succession, which has been as folU)ws: 18t>8. James (?oulter; 
1869, Michael Sigal; 1870, Anthony Dehner; 1872, Robert Kel- 
ley; 1874, Edward M. Stout; 187G. Anthony Dehner; 1880, 
Gustavus W. Jewell; 1884. George Tiusuiau; 1888. John 
Flynn; 1894, Bernard Funk; 1900, William C. Compton; Jan- 
uary 1. 1905, P. C. Benuer. 

Advisory Boards: 18!»!l, Uichard Carlun, P.cinard Ilolscher, 
Charles Xattingcr; 19U(). Thuuuis SchleutcnhcoHVr, Leo Y'o- 
chem, William Bohanan; 1902, Thomas Schlcntcnlieotter, Wil- 
liam Bohanan, J. F. Avery. 

Teachers 1905-6: Crate Nichols, Etta Richardson, Lizzie 
Flaherty, Mae Anstett, Grac<? Winshi]i. Bessie ('artt)n. 

Isaac Hall settled on the soutlieasi (piartcr of section eleven, 
township twenty-six, range nine, now in Richland, in 1857. In 
October. 1860. as trustee of Y'ork, he received fl4.40 of tuition 
funds which could be used in range nine. Soon afterwards he 
hired Margaret Ztimalt to teach a fourlccn days' tcini of jiublic 
school in his residence and paid her the .If 14. 41) for her services. 
Mr. Hall and A. D. Packard were the only j>atrons of the school 
and btit three pupils, two sons of the former and a daughter 
of the latter, were enrolled. The books used in the school were 
McGuffey"s Speller and Readers. Smith's Arithmetic, Morse's 
iCieograjjhy. and the Xew Testament. 

Anthony Dehner settled in Richland in 1801. On -June 18, 
1862, he was visited by John Fleming, irustee of Y'ork, who 
arranged with him for a term of school to be taught in his 
''best room." agreeing to pay him nine dollars for the use of 
the room. Lucretia Helen Williams, now living in California, 
taught this school, enrolling six pupils and receiving a salary 
of §20 a month. Mary Parker taught in the same room the 
three years following. In 1807 Mr. Dehner, while trustee of 
York, built the Washburn and the Dehner schoolhouses. The 
first teacher in the latter was ^larv Xorthrtip. The Dehner 

119 




A PRIMARY READING LESSON— KICHI.ANI) 



(now the Hall) school was soon moved a mile east to where it 
now stands and the Sehleutenheoffer school was established. 
Carrie Dehner taught this school in 1S70-1. Another school 
(probably the Hardebeck) was now built and James H. Keyte, 
David Goltrv and F. A. Guinoup were other teachers in Rich- 
land about this time. 




W. C. COMPTON 
TRUSTER RICHI^AND lHOO-l'.lOo 



The enumeration in Eichland was 5 in 1860, 7 in 1861, 16 
in 1865 and 137 in 1869. The latter year the real estate was val- 
ued at 1197,037, improvements |17,384:, and personal property 
■$214,421. In 1871 the enumeration was 110 males and 76 fe- 
males, the enrollment in the four schools taught was 105, the 
daily average was 80, and the length of the term was 60 days. 

121 



Two lualc and two female teachei'S were eiii]il()ycd, the latter 
reteiviug #1.50 and the former |2.00 per day. The total value 
of school proi)erty was f2,005, -fS of this being invested iu 
sihool a]ii>aratns. 

Li/./.ie James. Joseph Keisel, Mattie I'aikei- and J. 1). AVood- 
buru taught in Kirhland in 1S71-2; Joseph Dehner, George W. 
West. Libbie I>odg('. I»a\i(l Keyte and iMnnia IJroadie in 1S72-3; 




p. C. IIK.NNEK 
TRUSTEE KICHI.AND I'.IOr-I'.H!- 



John H. Mathis. Allen Case. Nannie D. Jones (Raub), Ilenry 
lioers, Tenipie lUokaw, lOnima Shear and C. L. Davis in 1873-4, 
aud E. Boutin. Joseph S N'anatta. Maggie :M. Parker, Mellie 
Taylor (Vanalta). Sarah A- Henry (Dinwiddie ) . .laeob Yaste 
aud Robert !,. Cox are among the well lenicinlM ii-d teachers in 
ihe eighties. 

122 



On Oi-tober IT. l^.j;.!. oue-half of the school sectiou in Rich- 
land was sold to ^^■illiaIn K. Johnson for #2.05 and the other 
half to Henry L. Ellsworth for |lM3^2 ^u acre, making a total 
of f 1,^!39.20. 

The school libraries iu liichlaud contain G'JO books. Mr. 
Benner is doing nuich to improve the township school prop- 
erty. Interest in the work of the schools is growing, and there 
are now but a few common school graduates in the township 
that are not attending high school in either Earl Park, Fowler 
or Ooodland. It has been very difficult to obtain much reli- 
able information about the early schools of this township. The 
man who did so much for them in an early day is gone, and 
there seems to be no one left who can give much information 
on matters so well known to that sterling pioneer of Richland, 
Anthony Dehner. 

HICKORY «rtOVE. 

Organization: All in I'arish Grove township from 1840 to 
1S5S, when Hickory Grove became a i)art of \yest Pine, but was 
replaced in Parish Grove in lcS(i."), and renuiined there until it 
became a part of Grant in lS(iS. The present boundaries were 
completed in 18TG- Under the trustees of Parish Grove, West 
Pine aud Grant until the Hickory Grove succession, which has 
been as follows: ISTO, James ^V. Siddens; 18S0, Thomas J. 
Lewis; 1882. Dennis W. P.aragree ; ISSC), John W. McCormick; 
1890, George Menefee; 1804. S. Reed Allen; 1900, George Henry 
Geary; January 1, 1905, Theodore Altepeter. 

Advisory Boards: 1899, Phili]. Kult, H. L. French. Henry 
Foster; 1902, H. L. French. Jacob Kirsch, L. N. Laughlin, Em- 
ory Foster. 

Teachers 1905-(i : W. X. iJi-own, |n-incipal; Silvia Peterson, 
Mamie Glenn, Margaret Begley- 

The first schoolhouse in Hickory Grove was built by James 
Kirtley iu 1808. It stood one-half mile east and three miles 
north of the site of Ambia, and was known as the Robb school. 
Xo reliable information as to who taught any of the earlier 
terms in this house has been obtained. The school must have 
been very small, as there were but seven persons between six 
and twenty-one years of age in range ten, township twenty -four, 
in 18f!8. This number increased to ten in 1869 and to nineteen 

J 23 



in 1871. The Robb school was abandoned some years ago and 
the house was sold. It is now owned by Theodore Altepeter 
and stands near his home. 

In 1873 A. R. Gilger furnished an abandoned room in Tal- 
bot for a school room, and Kate Siddens taught a school in it in 
the winter of 1873-4. The next year the second schoolhouse in 




C. H. GKAKV 
TKrSTI-;K HICKOKV GROVE UKHi-IM-j 



Hickory Grove was irt'ctcd in Talbot. C. E. Whitten taught 
the Talbot school in 1874-5-G. The next school was built in 
Amlda in 1874, and the Ki.rsch school was established in 1878. 
<Mara ^IcNeil, Anna Guest, Kate Siddens and Mary Powell 
taught the four schools in Hickory Grove in the winter of 
1876-7, and Mary Puwcll, G. B. James and Austin Bowman 

124 



I 



Hanawalt taught in the winter of 1S77-S- Charles Allen Moore, 
Belle Kolb and Luther Perigo taught in the township a little 
later. 

George James taught the Talbot school in lSSO-1-2-3, and 
graduated seven of the thirteen common school graduates who 
received diplomas in Benton county in 1883- The members of 
this banner class were Charles McNeil, Elmer Laughlin, Harry 
Barker, Arthur Cheney, Eva Siddens (Donovan), S. E. Morey 
and Lillie Alexander. The class gave a program of exer- 




THEODORK AUTKPCTER 
TRUSTEE HICKORY GROVE 1905-190— 



cises during the afternoon and received their diplomas at the 
close. Mrs. Donovan remembers that her theme was "Modern 
Inventions." 

A two-room building was built at Talbot and a graded 
school organized by Dennis W. Baragree in 1884. Price T. 
Evans was the first principal, and his successors have been 
A. L. Clark, Elmer Laughlin, Frank Miller, Arthur B. Cheney, 
Maude Nesbit, Chester B. Whicker and Jonas Greenwood. 

125 




TAI.BOT SCHOni. —HICKORY I'.ROVK 



In lb!lT llirkoiy (iriive townsliii) jdiiu'il with the towu of 
Ambia in tlie erection of a substantial six-room graded high 
school building which is a great credit to both town and town- 
ship- By this union llie township trustee became a member of 
the Ambia School board and j)ays the township's pro rata of 
the tuition and running expenses of the joint school. In 1003 
G- H. Geary rejilaced the frame building at Talbot with a hand- 
some two-story brick which cost about |C.200. There are two 
rooms in the lower story, nicely furnished for school work. The 
upper story is all in one room and will be used as a public hall 
until needed for school purposes. The school libraries in 
Hickory Grove contain 520 books. Though the attendance of 
the schools outside of Talbot and Ambia is quite small, the 
people of the township take an active interest in education. 
The common school graduates attend high school at Ambia 
-or Boswell. The number of graduates has not been as large as 
-elsewhere, but Mr. Altepeter is taking a great interest in school 
work and hopes an increased number will complete the common 
school course. 





1809 


1S74 


1879 


1881 


1880 


1894 


189'.i 


l!l()4 


1005 


Parish t'lroNc. 


.■2'.y^ 


(i-2 


1-l.j 


187 


282 


238 


210 


239 


237 


Pine 


A", 


isr; 


210 


179 


211 


2(t3 


107 


H)8 


16S 


Oak Grove. . . 


.:!.S(i 


■2(><) 


2.-i4 


247 


20S 


215 


228 


201 


181 


Gilboa 


. 1 ."JT 


21)0 
1S5 

-'TS 


328 
328 


284 
2<i4 
191 


293 

277 
270 


2:50 
207 
298 


2(:5 

170 

3(f8 


2:!1 
170 

:UI7 


249 


York 


.i:U 


108 


Prairie-Center 


. 7.") 


311 


Bolivar 


. L'TC> 


281 
190 
298 


41(i 
217 
303 


339 
317 
363 


356 
361 
367 


362 
365 

229 


29(> 
3.52 
107 


310 
270 
198 


327 


Union 


.1.) 


271 


Kichland .... 




184 


Grant 




388 


377 


218 


238 


200 


210 


184 


199 


Hickory Gro\e 






221 


180 


249 


213 


267 


177 


162 


Oxford 




234 


254 


283 


303 


350 


286 


288 


258 


Fowler 






315 


426 


489 


560 


465 


427 


400 


Boswel 1 








153 


209 


262 


253 


219 


219 


Ambia 








110 


157 


167 


119 


129 


122 


Earl Park. .. . 












181 


175 


193 


183 



This table shows the enumeration in the territory of each 
township as it was constituted in each of the nine years for 
^vhich the enumeration is given. 

127 



CHAPTER IV. 

TOWN HISTORIES. 

t. 



Organization: The town site was located on tlie third Mon- 
day in June, 1843, and first incorporated in the fall of 1869. The 
town was a part of the school organization of township twenty- 
four north, range seven west, from the 1st of September, 1849, 
until the spring of 1852, when it became a part of Oak Grove 
school corporation, and so remained until June, 1873, in which 
month a separate school organization was formed by electing 
Jonathan Kolb, A. W. Wells and D. H. Russell members of the 
Oxford School Board. Their successors have been as follows: 
1874, James T. Patterson; 1875, A. W'. Wells; 1876. Jonathan 
Kolb; 1877. Thomas E. Brake; 1878, Cyrus Foltz; 1879, Jon- 
athan Kolb ; 1880, Jasper N. McConnell ; 1881, A. D- Huffman ; 
1882. Jasper N- McConnell; 1883, Wm. J. McConnell; 1884, 
Jonathan Kolb; 1885, Jacob S. Albaugh; 1886, Henry Janes; 
1887, M. L. Campbell; 1888, Edwin L. Leibhardt, Jonathan 
Kolb; 1889, Joel C. Wilmoth; 1890, C. A. Scott; 1891, C. G. 
Phares; 1892, T. A. Baldwin, V. M- Benedict; 1893, William 
Lawson ; 1894, C. G. Phares ; 1895, W. D. Burdett ; 1896, J- F. 
Sleeper; 1897, William Lawson ; 1898, C. G. Phares; 1899, Allen 
Maguire; 1900, Frank Menefee; 1901, J. W. Jackson; 1902. 
Curtis Atkinson; 1903, Thomas Irwin; 1904, J. W. McConnell, 
W. J. Ladd ; 1905, O- M. Flack. 

Teachers 1905-6: R. M. Grindle, superintendent; Mary H- 
Roberts, principal High School ; C. W. Jack, assistant princi- 
pal; Lillian Howarth. Frances E. Deeds, Florence Waldrip, 
Mary Lindley, Lulu McConnell. 

Three years after Henry Robertson's historic ride the Gen- 

128 



eral Assembly aud the Goveruoi- of Indiana again turned their 
attention toward Benton louuty. This time the mandate was 
that William Coon. George Wolfer, William Sill and Samuel 
Milroy nuist select a site for a county seat. They met on the 
third Monday in June, 1843, and decided to locate the county 




HANNAH M. WRIGHT WILMOTH; 
TRINCirAL OXFORD ACADEMY 1S71-1S75 



capital on a part of the south half of the southeast quarter of 
section eighteen and a part of the north half of the northwest 
quarter of section nineteen, in township twenty-four north and 
range seven west. The site selected contained less than fifteen 
acres and was then a wilderness without habitation of any 

129 



kind. In October, 1843, lots (j() by lliO fuet weie placed on sale, 
but were bought so slowly that in October, 1844, the total value 
of all lots sold was but flTS. 

At first this little forest city was called Jlilroy Who christ- 
ened it Oxford, the name of England's ancient and most hon- 
ored seat of learning, is not known, but in educational spirit 
the name has not proven to be undeserved. Within three years 
Francis Boyntou cleared a small space in the low forest and 
erected a court house — the first building in the town- The sec- 
ond story of this building contained several rooms and into 
these rooms moved Hartley T. Howard, a pioneer teacher, who, 
with his family, became the first resident of the town. He was 
then county auditor- Later the first wedding in the town was 
the marriage of Mr. Howard's daughttr Mattie to Barton Wood, 
and the child that came into the home of this happy couple a 
year after their marriage was the first born in Oxford. 

Isaac Lewis, who is now the oldest continuous resident of 
Benton county, assisted Mr. Boynton in the erection of the 
court house and was much interested in the town's growth, 
which was quite slow. On October 1, 1S4S. the total taxable 
value placed on the lots and improvements in the town was 
$27(i. About this time Henry L. Ellsworth built a hotel and 
Aaron Wtx)d a dwelling house, raising the value of the town's 
property to foG'J on October 1, 184It. 8oon after this a boom 
began and real estate and improvement values increased to 
$7,38!) in 1849 and to 118,935 in 1854. That the people of Ox- 
ford and vicinity early resolved to have the best school then 
possible is shown by the fact that the residents of district one 
(in which Oxford was situated) voted a district school tax 
upon themselves in the si)ring of 1852. This is the only in- 
stance of the kind that ever occurred in Benton county, and 
there were very few instances of the kind in the early history 
of the f>tate. The owners of real estate in Oxford at that time 
were Jacob Benedict, John Burns, James M. Beebee, Carna- 
han and Earl, Henry L. Ellsworth, John, Joseph and J. W- 
Ferguson, Hartley T. Jloward, James Howarth, James N. Hol- 
ton. J- W. Jackson, Basil Justus, Frederick Koons, Anthony 
Luken, David Mct'onnell, James McClure, James F. Parker 
and Alger Smith. James N. Holtou was district trustee and 
he ap]iraised all of the ])r()])erty in the district at |47,886. 
About one-third of this amount was in Oxford. The total 

130 



amount of the si-hool levy was |23T. Heury L. Ellsworth, Car- 
nahan and Eai-l, Da\'u\ McConnell and Hartley T. Howard then 
owned over half of the property in town. 

The visits of the talented sisters. Alice and Phoebe Gary*, 
were interesting- events in the early educational life of Oxford. 
Through Horace Greeley they became interested in the Gi'and 
Prairie Harmon ial Institute, and a married sister. ^Ivs- Alex- 
ander Swift, lived in Oxford. These two interests led the poetic 
sisters to make several visits to Benton county in the early 
fifties. Both were born in a house their grandfather built in 
1S03. It stood in an oak forest about nine miles from Cincin- 
nati. The death of their mother when Alice was fifteen and 
Phoebe but eleven, the death of a favorite brother and some 
other misfortunes led the two sisters to leave the scenes of 
their unhappiness and go to Xew York city in 1840. During 
their visits in Oxford many recollections of their childhood 
days were awakened and some of their finest i)oenis were writ- 
ten- There is good evidence that the near-by forest of oak in- 
spired Alice Gary to write that beautiful trilnite of a sistei''s 
love, "Pictures of Memory," in which she tells of her forest 
wanderings with her little brother, of his weariness in the 
woodland, of making for him "a bed of yellow leaves." and 
thus tells of his death : 

"And when the arrows of sunset lodged in the tree-tops bright 
He fell, in his saint-like beauty, asleep by the gates of light. 
Therefore, of all the jiictures that hang on Memory's wall. 
The one of tlie dim old forest seemctli the best of all." 

The humble homes of the early settlers of Oxford and vicin- 
ity awakened memories that moved Phoebe Gary to write "Our 
Homestead," an inspiring poetic description of pioneer home 
life. The great sorrows in the life of this poetess were the early 
deaths of her mother and a favorite brother. From a window 
in her sister's home she often looked out upon a burial ground 
which brought to her thoughts of the place where "side by side 
the two were sleeping." Beyond this sacred ground she saw a 
forest like she had known in her childhood days, and she loved 
to watch the crystal clouds that came up from behind the forest 
and floated away toward the east and — eternity. These scenes 
and thoughts filled her soul with an inspiration that gave to 
the world the sublime sacred hymn, "One Sweetly Solemn 

131 



Thought." The house in which this uoble woman of twenty- 
eight years composed this beautiful hymn is still standing, but 
the humble desk from which this divine soug went forth as a 
message of consolation to a Christian world has long since 
disappeared. 

In the summer of IS.jO Eliza McClure taught the first school 
in the town of Oxford as then laid out. The house in which 
she taught stood near the Volney Benedict corner, but there 
seems to be a difference of opinion as to whether the building 
was a cabin or not- Isaac Templetou was school trustee of 
district one in 1850-1, and a report written by him states that in 
the winter of 1850-1 "P. Shaw taught common branches in a log 
cabin schoolhouse for four months at f25 a month."' The re- 
port further states that there was no library in the school, and 
that $13.50 was paid for a stove. Both of these items indicate 
that the building in which Mr. Shaw taught had lately come 
into use as a schoolhouse- A traveler who visited Oxford in 
1852 states that he ''was shown the schoolhouse, which was 
built of logs, and was not more than a square or two from the 
court house." The writer feels certain that a log schoolhouse 
was used from 1850 to 1854, and is inclined to the belief that 
it stood near the Volney Benedict corner. 

In 1854 Francis Boynton built a frame schoolhouse on the 
lot next east of the one on which the old Presbyterian Church 
was erected. Among the teachers in this house previous to the 
civil war were George Campbell, James Wilson, Miss Burns, 
Harry Nourse, John A. Campbell, Calvin Snyder, Thomas Tor- 
rence and Jasper Templeton. The latter afterwards was chosen 
captain of a company of volunteers and was killed in the battle 
of Murfrccsboro. Later teachers were L. H. Bonnell, .John 
Chancellor, Moses I). Wright, D- R. Lucas, Lizzie Parker, H. 
J. Bushong, Jane Birge, Thomas L. Merrick and Ida Hopper. 
The last two taught together during the last term of school 
held in (he frame building, in the spring of 1872. 

In lS(i5 some of the progressive citizens of Oxford and vicin- 
ity began to agitate the question of building an academy in 
the town, having in view the idea of establishing later a still 
higher institution of learning. The agitation soon took the 
substantial form of a subscri])tion list of funds to be used in 
building an academy, and Robert M- Atkinson, Theophilus 
Stembel, Isaac W. Lewis, Samuel Phares. J. W. Barnes, Jon- 

132 




XFORD SCHOOI, 



atlian Kolb and a miinlKn- of others gave liberally for the erec- 
tion of tlie new institution. On March 15, 18GU, the subscribers 
held a meeting and perfected an organization by electing The- 
ophilus Stembel, Isaac Lewis, Robert M. Atkinson, Jasper N. 
McConnell, Samuel Phares and Leroy Templeton directors. 
The latter was elected president, I). R. Lucas secretary and 
J. J- Rawlings treasurer. The purpose of the organization was 
declared to be "'to establish a seat of learning to be known as 
and styled the Oxford Academy." It was decided to issue 500 
shares of stock, to be sold at |20 a share. W. J. Templeton 
furnished the site for the building, which was the same as that 
occupied by the old academy and its additions, now the Oxford 
school. On May 17, 1SG6, the contract for the erection of the 
academy was let to Isaac Lewis for .f6,480- The building was 
not completed until in the next summer. On September 13, 
1867, the academy opened with an attendance of seventy pupils, 
and Dr. Lynn, j)astor of the Oxford Presbyterian Church, as 
its first princijial. The following year the Rev. Mr. Lynn was 
succeeded by Dr. A. W. Wells, and his successor was H. C. Neil, 
jiastor of the Oxford Methodist Church. After four years' 
trial the academy was conceded to be a failure as a financial 
investment, and the building was rented to Hannah 'M. Wright 
for one year for the small sum of -flOO. 

Hannah M. Wright I Wilnioth) opened her first term in the 
Oxford Academy on April 3, 1871. Her early experience espe- 
cially fitted her for the work she did in Oxford, and her work 
there soon began to l)ear fruit in many schools in other parts 
of the county. \A'hen a child she possessed a strong desire for 
a good education, but an invalid mother kept her out of school 
for eight years. She pursued her studies the best she could 
beside the mother's bed until death relieved the lingering suf- 
ferer. Miss Wright was left in charge of the home but was 
still determined to secure an education. Her father discour- 
aged her efforts, but she assured him that she intended to com- 
plete her School work if she had to study until she was forty 
years old. She continued to study and care for her father's 
honu' until she was offered a district school. This she accepted 
and taught three months for fifty dollars. She then entered the 
Collegiate Institute of Hightown. New Jersey, for two years' 
work, using the money she had saved to pay her tuition and buy 
books and irorkiiuj for ]icr haanl. At the end of the two years 

134 



she uame to Bi'Utou tounty to visit a sister and was offered the 
Aydelott school- Slie taufiht it for two years aud then returned 
to Xew Jersey to complete her college course. She graduated 
the year she was twenty-eight and returned to Benton county. 
She was re-employed in Pine township at fifty five dollars a 
month, then a very high salary for a lady teacher in a country 
school ; taught one year and then rented the Academy building 
at Oxford. She now had three years' acquaintance with Ben- 
ton county people, and she had brought with her from the East 
the best educational ideas that had been developed by two cen- 
turies of teachers. 

Miss Wright began her work in the Oxford Academy with 
sixty students, and Hattie Morgan and Eliza Anderson of New 
Jersey as her assistants- She prepared a course of study, but 
unfortunately all copies of it have disappeared. A letter from 
her states that her common school course was much as it is 
now, and her higher course included the study of Algebra, 
Geometry, Geology, Chemistry, Surveying, Rhetoric, Literature 
and Latin. 

The fall term in ISTl opened with an enrollment of 188 
students but soon increased to 225. The tuition charges were 
from three to ten dollars for each pupil, for a three months' 
term. The opening of the public schools caused the withdrawal 
of many students from the academy, but did not much lessen 
its running expenses. At the end of the spring term in 1872 
Miss Wright balanced her books and found that besides her 
year's labor she had lost |225 of the money saved from her 
salary in Pine township. Though discouraged she did not give 
up but organized her forces for another year. This time she 
added Miss Sarah J. Bugbee to her corps of teachers and em- 
ployed Mrs. A. R. Owens as a music teacher- In the summer 
of 1872 John Crosson, then trustee of Oak Grove, decided to 
close the Oxford public school and transfer the pupils to the 
Academy for the winter term of 1872-3. He paid Miss Wright 
f75 and each of the other teachers (excepting the music 
teacher) |40 a month for three months, and paid the I'unning 
expenses of the school for that length of time. The entrance 
of the public school pupils into Miss Wright's well-organized 
institution brought the question of the classification and grad- 
ation of public school pupils to a climax in Oxford, and the 
successful meeting of that issue in the Oxford school virtually 

135 



settled it for all of Benton county. Many of the larger pupils, 
some of them young men and women grown, positively refused 
to recite in the classes to which she assigned them. They said 
they had always studied what they pleased and proposed to 
continue to do so- Many of the larger boys positively refused 
to either study or recite grammar. She reasoned, expostulated 
and persuaded, but many remained obdurate. She then as- 
sumed a firmer attitude and declared that her course of study 
must be followed, and announced that pupils must recite in 
all classes to which she assigned them or she would not permit 
them to recite at all. Young men pleaded that the study of 
grammar was a waste of time and she ought not to ask them to 
make such a sacrifice. She replied that they did not know that 
it would be a waste of time, but to satisfy them that she did 
not want them to make a sacrifice she would give her note for 
$25 to any or all pupils that wanted it, payable on the condition 
that after a certain time the holder was to come to her and 
declare that the time he had spent in the study of grammar 
had been wasted. Some of the most determined took her note, 
but none was ever presented for payment. The evident sin- 
cerity of the offer, however, won the battle, and all of the pupils 
took the work that she had assigned them. Many of these 
pupils afterwards became teachers who carried Miss Wright's 
ideas into their own work and laid the foundation for better 
organization in the country schools- The early teachers of the 
county had done a noble work. With patience, courage and 
energy each one had worked with the forty or fifty pupils he 
had enrolled in his school, though each pupil brought only such 
a book as he chose whether it happened to be the New Testa- 
ment, a Life of Washington, Murders and Daring Deeds, or a 
law-book that had descended from former generations. Not- 
withstanding such inconveniences, in some way, somehow, 
those teachers imbued their pupils with a wholesome thirst 
for genuine knowledge, and sent them forth into life with a 
sterling self-respect that made them the very best of citizens. 
None could have done the work better than those teachers did 
it, but, with the coming of the lady from New Jersey, the first 
great educational transition in Benton county had begun, and 
the new teachers that caught their inspiration fioin her bid 
"hail and farewell to the old." 

In the summer of 1873 Oxford was organized as a separate 

136 



school corporation, and tlie school board immediately entered 
into an arrangement with Miss Wright (she to furnish the 
building and teachers) to take charge of the pupils in Oxford 
for the school year of ISTS-t. The conditions of the contract 
resulted in her receiving $710 from the board for the year's 
work. In the fall of 1S74 the school board employed Hannah 
M- Wright. Sarah J. Bugbee, E. H. Hazlett and Thomas A. 
Baldwin to teach the Oxford school. As the town owned no 
schoolhouse, the Academy was rented for |2o0 a year, and the 
fall of 1874 witnessed the launching of the Oxford ])ublic school 
under full control of the school board. 

A character that it has taken a lifetime to establish may 
be lost by a moment's weakness. In the fall of 1875 G. W- 
Barr was placed at the head of the Oxford school. Mr. Barr 
seems to have been a scholarly and genial gentleman, but al- 
most wholly lacking in ability as either an organizer or dis- 
ciplinarian. Mrs. Kate W. Yager, Sarah J. Bugbee and Ida 
Greenlee were employed as his assistants. But in spite of their 
excellent work the school was not a strong one. Mr. Barr was 
re-employed the next year and remained in charge until all 
discipline seemed to have disap]>eared and he was asked to 
resig-n. "Meantime," said a member of the school board, "we 
were looking for a lion tamer." A traveling preacher gave 
the school board the name of B. F. Johnson of Wells county, 
with the statement that he was a good organizer- Mr. John- 
son was employed by the board and entered the Oxford school 
on March 14, 1877. About all traces of Mrs. Wilmoth's organ- 
ization and discipline had disappeared from the school and 
Mr. Johnson found it necessary to "begin at the beginning." 
Ideas he had received from the superintendent of the BlufEton 
schools, an Eastern gentleman, were very helpful to him, and 
having every effort backed by the strong indorsement of the 
school board he was able to bring order out of chaos. The 
large boys again took up the cry "I want to study what 1 
please," and the old battle in the school had to be fought over 
again. Mr. Johnson constantly advocated the doctrine of a 
"square deal" for all and flnallj- won. He conducted normals 
for teachers during the summers he was there, and sent out 
about forty teachers to continue the work of organization and 
gradation in the schools of the county- 

During the later seventies many of the stockholders in the 

137 



Academy began to feel that the ]ii(i](i'r thing to do was to do- 
nate the building for the use of the town school. 8ome debts 
tliat had been incurred for the benefit of the institution re- 
mained tinpaid and it was decided to secure a loan on the build- 
ing. The association was incorjiorated, and on January 22^ 
ISSO. Robert M. Atkinson and Jasper N. McConnell, as presi- 
dent and secretary of the board of trustees of the Academy^ 
borrowed .|!2,0()0 of the Oxford school board, giving a note pay- 
able one year from date. The note was not paid when due. 
Suit was brought, and the Academy was sold to the Oxford 
school board in May. 1S82. Two additions have since been built 
by the town. 

E. D. Bosworth succeeded Mr. Johnson in 1881, and Ella 
Dwiggins, Mattie Hell (Carr) and Ella Albaugh taught under 
him in 1SS2-3. In the fall of 1883 the Oxford school board 
ailojifed llic tirsi liigli school coinsc used in the school. It was 
as follows : 

FiKsT Ykak. Second Ye.\r. 

Algebra- (leometry. 

Physical Geogiai)hy. Rhetoric. 

Latin or Gen. Ilist. Natural Philosophy. 

Bookkcejting. Latin or Literature. 

U. S. Constitution. 
William F. Sharp succeeded Mr. P.oswortli in 1884, and 
Mrs. H- M. Wilmoth, Josie Lewis and Ella Dwiggins taught 
with him in 1884-5. Frank Cassel succeeded Mr. Sharp in 
188."j and on his recommendation another year was added to 
the high school course. After this addition the course was as 
follows: 

FIRST YEAR. 
FiKST Half. Second Half- 

Arithmetic. Algebra. 

Grammar. Physical Geography. 

Physiology. Civil Government. 

Latin Lessons. Latin Lessons. 

SECOND YEAR. 

Algebra. Geometry. 

Rhetoric. Rhetoric. 

Latin Lessons. Latin, Caesar, 

U. S. History, Rev. Physics- 

138 



THIRD YEAK. 

First Half. Second Half. 

Geometry. Geometry. 

English Literature. English Literature. 

General History. General History. 

Latin. Latin. 

Rev. Com. Branches. 

Alexander T. Reed succeeded Mr. Cassel in 1SS(5, which was 
an eventful year with the Oxford school. That year the State 
Board of Education granted to Mr. Reed the first commission 
issued to a high school in Benton county, and that year Dora 
Abernathy (Johnson) became the first high school graduate in 
the county, receiving the diploma shown in the illustration. 
The commencement at which Mrs. Johnson was so honored 
was held jointly with the first common school commencement 
in Oxford. Catherine Dodson (Crigler), Coral Wattles (Mc- 
Connell), Stella Whinery (Lacky), Anna Murphy (Blalock), 
Coral Branson (Benedict), Franie Mills (Freeman) and Emma 
Pagett (Snyder) were the members of the common school 
gTaduating class. The commencement was held in the Odd 
Fellows Hall, and Miss Abemathy's theme was ''Elements of 
Character." 

Mr- Reed was succeeded by Thomas L. Harris in 1888-9, 
and M. F. Orear from 1889 to 1905. Mr. Orear resigned his 
position early in 1905 and the term was completed with E. Guy 
Sutton as superintendent. The principals and assistant prin- 
cipals in the school since 1892 have been Nora E. Hunter, Lura 
E. Grimes, Elizabeth Hewson, Mary Meek, E. Guy Sutton, 
Mai'y H. Roberts, Selma A. Stempel and Susie Menefee. Some 
of the grade teachers in the school for a number of years were 
Fred. Chancellor and Mrs. Fred. Chancellor, Mrs- Edith Law- 
son (White), Florence Hai-rison and Maggie Pagett. Lulu 
McConnell ranks next to Mrs. Seward of Earl Park in the 
number of years she has taught primary gi'ades in the same 
school. An interesting experience came to the teachers in the 
Oxford school in February, 1901. In endeavoring to secure an 
extension of the town's corporate limits the old charter was 
surrendered. This threw the town school under the manage- 
ment of W. H. McConnell, then trustee of Oak Grove township, 
and the teachers all became attendants of the township insti- 

139 



tute. The school fell into excellent hands and its work was 
in no way interfered with. 

A number of changes have been made in the high school 
course since 1886 and it is now as follows: 

FIRST YEAR. 
First H.alf. Secoxd Half. 

Algebra. Algebra. 

English. English. 

Latin. Latin. 

Botany. Botanr. 

SECOND YEAR. 

Algebra. Plane Geometry. 

English. English. 

Latin, Caesar. Latin. Caesar. 

History of Greece. Histoi'v of Rome. 

THIRD YEAR. 

Geometry. Geometry. 

English. English. 

Latin, Cicero. Latin, Cicero. 

English History. English History. 

FOURTH YEAR. 

Physics. Physics. 

Eaglish. English. 

Latin, Virgil. Latin, Virgil. 

Civ. Gov., Ind. Hist. U. S. History. 

M. F. Orear has the distinguished honor of having filled the 
same high school position longer than any other teacher that 
has ever taught in Benton county- Though Mr. Orear's care- 
ful and conscientious devotion to his duties as a teacher had 
much to do with his long tenure in the position of superin- 
tendent of the Oxford schools, the fine school spirit existing in 
the town exercised a strong influence in his behalf. There may 
be towns in which the work of a well-qualified, conscientious 
teacher, having in view the moral as well as intellectual wel- 
fare of his pupils, will remain unappreciated ; but Oxford is 
not a town of that kind. The high ideas of moral integrity 

140 



possessed by the pioneers of the town still live, and any teacher 
that will inscribe energy, integrity and faithfulness to per- 
formance of duty on his banner will not be unappreciated in 
Oxford. The writer felt the prevalence of this spirit when at- 
tending his first commencement in the town, and it was this 
feeling that led him to declare that Oxford was the Athens of 
Benton county. It is this spirit that has sent more than thirty 
per cent, of the high school graduates to college and encourages 
the pupils and teachers of the school to do their best. 



^-^y 






^ 



M. F. OREAR, 

Oxford. 



The library of the school contains 560 volumes and there is 
an organ and |100 worth of apparatus in the high school. The 
members of the school board pursue an earnest, conservative 
policy, permitting nothing but the best interests of the school 
to Influence them in any way. They heartily co-operate with 
pupils, teachers and patrons in their determination to see that 
the high standard of the Oxford school shall never be lowered. 



Organization : The town was first platted on October 26, 
1872, and was then composed of 583 lots. Incorporated in 
June, 1875, and in August organized as a separate school cor- 
poration by electing Hiram Bntterfield, Judson C. Lobdell and 
S. C. Maxwell as school trustees. No public money 
was paid into the hands of the school board until 



141 



in 1876. Since that year nieiubeis of the school board 
Lave been elected as follows: ISTT. M. A. Ingi-am; 1S7S, 
William Jones: 1S79. J. M. Dickson: ISSO. J. C. Lobdell, 
Leroy Templeton : ISSl, William Jones: 1SS2. J. S. Mavitr; 
188:3. D. J. Eastburn: 1884. William Jones: 1885. A. J. Purdy; 
1880. J. W. Payne ; 1887. T. L. Merrick : 188S. W. H. Dague : 
1889. J. W- Payne; 1890. D. J. Eastburn: 1891. W. H. Dague; 
1892. O. C. Brookway; 1893. James il. Richey: 1894. W. H. 
Dague: 1895. W. W. Evans. L. A. McKnight : 1896. Harry 
Rank : 1897. George H. Gray : 1898. Chas. S Craw : 1899. W. H. 
Williams. C. G. Mauzy: 1900. George H. Gray: 1901. J. F. 
Barnard: 1902, Chas. G. Mauzy: 1003. J. P. Carr. J. M. Rod- 
man : 1904, E. G. Hall : 1905. J. M Rodman. George J. Lobdell. 

Teacliei-s 1905-6: Lewis Hoover, superintendent: Ira P. 
Kinker. principal: Ruth Rush, assistant principal: L. C. Fin- 
ney, second assistant principal: J. S. Bergen, music: S. E. 
Kittle. Stella Dupies. Lucy Berry. Mary Carton, ilamie Calla- 
way. Sarah Jones. Mabel Hillabold. 

The fii-st house in Fowler was built by Scott Shipman in 
the spring of 1871. It was a dwelling and stood where the 
Dupies nK>ni now stands. Henry D. Clark built the fii-st busi- 
ness house in the town in June, 1871. The Summit House (now 
the Fowler) was built in July, and later in the season dwelling 
houses wei-e erected by James S Anderson. .John Mitchell and 
J. C. Simpson. 

Tiie first sclioolhouise in tiie town of Fowler was built under 
the supervision of William Hughes, trustee of Prairie town- 
ship, in the summer of 1872. Charles VauAnker hauled the 
stone with which the foundation was laid. George Nichols 
was the chief architect and builder. It was a two-story build- 
ing, one story being useil as a town hall for a few years. The 
first teacher was M. A. Shaw, a quiet, kindly young man much 
esteemed by his pupils. Mrs. Ella Mitchell Portteus and Au- 
ditor Lemuel Shipman are the only pupils of this school known 
to the writer. David Kcyte was the teacher in the winter of 
1873-4. Mr. Keyte was not so genial with his pupils as Mr. 
Shaw had been, and became quite unpopular with both pupils 
and patrons- Learning of this he determined to execute a piece 
of pedagogical strategy. He informed his pupils that he was 
anxious for their parents to see how fast they were all learning 
and asked each of them to commit a nice piece to recite. The 

142 



children did as he requested. He then sent a special invitation 
to each mother whose child was attending school. All came 
and were much pleased with the children's recitations. Mr. 
Keyte delivered an address to the visitors, complimented them 
on their interest in the school, and then surprised mothers and 
pupils by giving them a nice treat of nuts, cakes and candy. 
The visitors all went home praising the teacher, and all of the 
children, excepting those of Mr. Lee, a justice of the peace, 
were told to obey Mr. Keyte. Mr. Lee. though an officer of the 
law, decided that he would whip Mr. Keyte. One morning soon 
after the treat he entered the schoolroom and informed the 
teacher of his intention to "lick him." Mr. Keyte squared him- 
self for action and was using the bellicose justice as a football 
on the floor when some of the pupils begged him to desist- He 
did so and Mr. Lee departed, a sorer if not a wiser man. 

Two teachers were employed in the school in the winter of 
187rl-5, W. B. Maddock as principal and Miss Sarah Mellish, 
now Mrs. A. C. Bugbee, as primary teacher. In 1875-6 three 
teachers were employed and the primary school was taught in 
the brick building on the northeast corner of Fifth and Madi- 
son streets. B. F. lleaton, then county superintendent, was 
the principal. Miss Mellish continued as primary teacher and 
Michael Duflfy filled the intermediate position. 

An interesting incident showing the 'interest that Moses M. 
Fowler felt in the educational welfare of the town that had 
received his name is narrated in a letter received from Mrs- 
Hannah M. Wilmoth. She says: "In the spring of 1875 Mr. 
Moses Fowler wrote me asking if I could not take charge of 
the school at Fowler. He said that he would pay me $100 a 
month out of his own pocket and would give me all of the tui- 
tit)n colkxted from students attending school from outside of 
the town, and would furnish free transportation on the rail- 
road to all students that wanted to travel to and from the 
school by railway. He offered to build a students' boarding- 
liouse to cost ^."j.CKXI and donate it free of charge for the use of 
mys<^'lf and students as long as 1 remained in the school. He 
closed by saying tliat there was nothing that money could buy 
that he would not provide to aid in making the school a suc- 
cess.'' Mrs. Wilmoth. then Miss Wright, had resigned her 
position in Oxford, and Jlr. Fowler had heard of the resigna- 
tion before making her the ottVr she describes. She naively 

144 



adds: "The otter came too late. I had accepted another" She 
was then engaged to be married to Mr. Wilmoth. 

In 1876 the Fowler school board paid Center township $800 
for the school building and organized the first town school, 
with Mrs. Kate Yager as its principal. INfrs. i'ager now lives 
in Los Angeles, California, and is best remembered by her 
hosts of friends as "Aunt Katie" Johnson. Adelaide Smith 
and Saraii ]\[ellish taught with Mrs. Yager in 1876-7, and Lettie 
Straight was employed as an assistant during the winter 
months. The fourth regular teacher was employed in 1877-8, 
and the teachers that year were Mrs. Yager, Sarah -J. Bugbee, 
Lettie Straight and Lora Steely. Ida Simpson was assistant- 
Mrs. Yager was succeeded by A. D. Snively in 1879. The 
teachers under him in 1879-80 were Philip D. Corkins, Lora 
Daggett, Ida Simpson and Sarah Mellish; and Hattie Straight, 
Ida Simpson, Mabel Brown and Lydia Dwiggins in 1880-1, the 
fifth teacher being added that year. Mr. Snively was a highly 
educated man with college ideas which did not prove practical 
in a small town school. He was succeeded by L. D. Buzzell, 
whose grade teachers in 1881-2 were Kate W. Yager, Mabel 
Brown, Hattie Straight and Lydia Dwiggins. Nettie Har- 
graves took the place of Mabel Brown in 1882-3. and Belle 
Freeman succeeded Mrs Yager in 1883-1:- 

Mr. Buzzell was both practical and popular. To him be- 
longs the honor of establishing the first regular high school 
course of study used in the public schools of Benton county. 
The course was a three years' one, each year being divided into 
three terms, and was as follows : 



First Teem. 
Composition. 
Book-keeping. 
Physiology. 
Arith. Eev. 



FIRST YEAR. 

Second Term. 
Physiology. 
Phys. Geog. 
Algebra- 
Sent. Anal. 



Third Teem. 
Phys. Geog. 
Algebra. 
Physiology. 
Reviews. 



Physics. 
Algebra. 
Gen. Hist. 
Rhetoric. 



SECOND YEAR. 

Algebra. 
Gen. Hist. 
Rhetoric. 
Physics. 



Algebra. 
Drawing. 
Civil Gov. 
Reviews. 



145 



THIRD YEAR. 

First Terji. Second Term, Third Term. 

Ciheinistry. Geometi'j- Geometry. 

Eng. Lit. English Lit. Botany. 

Zoology. " Chemistry. Psychology. 

Pre. Fac. Psychology. Themes. 

Clara Brockway. Francis Hixon, Sarah Harris, Cora Head, 
Clara Ladd, Flora Love and Abram Yager had done sufficient 
high school work to be placed in the second year of this course, 
and Fred. A. Brown, Clarence Brockway, Laura Brockway, Eva 
Grant, William Harris, Ella Jones, George Kendall, Emma 
Meader, Myron M'organ, Mary Simpson, Alice VanNatta, Mar- 
garet VanNatta and Laura Yager composed the first freshman 
class. 

The first public school publication issued by the Fowler 
school board (and, so far as the writer has been able to dis- 
cover, the first one issued in the county) was a catalogue pre- 
pared by A- D. Snively in 1880. In 1881 the board published 
a complete common and high school course and a set of rules 
and regulations for governing the school. This was the work 
of Mr. Buzzell, and much that he said is worth repeating if 
space could be given to it. "Good behavior is a legitimate end 
of the school and must be taught in every school worthy of the 
name." ''In order that scholarship and behavior shall be real- 
ized, the pupil must be present when school begins in the morn- 
ing and when it closes, for him, in the evening," and "Any 
pupil who comes to school without having given or received 
proper attention to cleanliness of person or dress, shall be sent 
home to be properly- prepared for the schoolroom," are a few 
extracts that show prominent points in Mr. Buzzell's ideas. 
His little book informs us that during the winter and spring 
terms (three months each) high school tuition was |2.50, 
grammar school .f2.00 and primary school -$1.50 per term for 
each pupil. It also states that "A good literary society — the 
Philomathean — has been in successful operation for two years 
in the high school «department, and affords excellent opportu- 
nities for culture in composition, declamation, debate and crit- 
icism, besides some knowledge of parliamentary law." 

Edward Tuhey succeeded Mr. Buzzell in 1884 and he was 
succeeded by A E- Buckley in 1885. The sixth teacher, Katie 
Clark, was added in 1884, and C. E. Meader, Joseph VanAtta, 

146 



Adali Whiiierv aii;l Claia lU-ocUwav iau<j;lit in 1885-6. ^Villlalll 
J. IJoweu was placed ar tlic head of the srhool in .1880. and 
<-'lara Ladd, Harry Kanic. Kosa Kenwick and 1011a Hay taught 
in 188(5-7. The last year in the conr.se of study adopted in 1881 
had proven so difficult that no students attempted to coniplcti- 
it. Mr. Bowen decided to try to remedy the defect and itrc- 
pnred another course, which was as follows: 



Fin.sT H.\LF. 
Review Arith. 
Eng. Graiumar. 
History U.S. 
I'hysical Geog. 
Penmanship. 



FIKST YEAE. 

Skcomi HaH''. 

Hi,u!i( r .\rilli. 
Eug. (Jraniiiiar. 
Conslitulion. 
Reading. 
Lit. Exercises. 



Algebra. 

Rhetoric. 

Physiology. 

Latin. 

Lit. Exercises. 



SECOND YEAR. 
Algebra. 



Rhetoric. 

General Hist. 

Latin. 

Lit. Exercises. 



Algebra. 

Natural Phil. 

Caesar. 

Eng. Literature. 

Lit. Exercises. 



THIRD YEAR. 

Geometry. 
Natural Phil. 
Virgil. 
Zoology- 
Lit. Exercises. 



There was at that time a nine years' common school coux'se, 
making twelve years tliat it took to complete the entire course, 
then as now. 

Mr. Bowen resigned his position before the middle of his 
second term, and the school year ^vas completed by J. P. Brun- 
ton. Samuel Lilly was at the head of the school in 1888-9 and 
18s!)-yo. The seventh teacher was added in 1888 and the grade 
teachers were Fannie Marble, Emily Hoch, Sarah Henry (Din- 
widdie). Mai'garet YanNatta f Snyder). Ella McDowell and 
Clara Ladd. Mr. Lilly was paid §100 a month with the under- 
standing that ^Irs. Lilly was to give him such assistance as 

147 



he needed in the high school. The next year Clara Brockway 
took the place of Miss Marble, and J. H- Hayworth was elected 
high school principal. Mr. Hayworth resigned in March and 
was succeeded by M. E. Hillis. 

Over a dozen common school graduates took up the work 
of Mr. Bowen's high school course in 1886-7, but Otto Clayton 
was the only member of the class to complete it. Other mem- 
bers of the class said that Latin was too hard for them. Mr. 
Clayton graduated in the spring of 1889. He was the first 
high school graduate from the Fowler school and the third one 
in the county, Nora Abcrnathy and Mabel Campbell of Oxford 
having preceded him in 1886 and 1888. Mr. Clayton received 
his diploma at a joint common and high school commencement. 
A crowded house greeted the two classes. After Mr. Clayton 
had delivered his oration and the members of the common 
school class had completed their jiart of the program, the pres- 
ident of the school board, Mr. W. H. Dague, delivered an ad- 
dress to the two classes and presented the diplomas. 

Mr. Lilh's successors have been, in 1890-2, W. J. Bowen ; 
1892-4, P. V. Voris; 1894-7, Burton B. Berry; 1897-9, Thomas 
F. Berry ; 1899-1900. Louis Lambert, and 1900-C, Lewis Hoover. 
The high school principals have been, in 1890-2, L. A. Mc- 
Knight; 1892-3, Edwin Randall; 1893-4, B. A. Owens; 1894-9, 
Cora Snyder; 1899-1901, John A. Lineberger; 1901-2, J. G. 
Terrin; 1902-3. Edward Gardner; 1903-4, J. H. Stanley, and 
1904-5, Harold Woodburn. The names of some of the teachers 
wiio will be remembered for their long service and loyalty to 
the best interests of the school are Ella White, Clara Ladd, 
Jennie Sheetz (Richey), Nellie Richmire, Rose E. Hay (Bar- 
nard), May Sheetz (Hagenbuch) and Lillian Brown (Crouch). 

A four-room addition to thv old schoolhouse was built in 
1881. lu 1894 the frame building was abandoned and a hand- 
some brick was erected at a cost of about |23,000 for the build- 
ing and furnishings complete. Hot water radiators and lava- 
tories have been placed in the building and it is now one of the 
most complete in Indiana. Burton B. Berry was the first 
su|)erinteiulent in the new building aud secured a commission 
for tlie liigh school in the sjjring of 189.5. 

lu tiie winter of 1890-1 the senior high school class pi'e- 
pared a drama which was played in the Fowler and Boswell 
Opera Houses. With the proceeds of these entertainments a 

148 



piiiuu aud some much needed reference books were purcliased 
for the school. The piano was an old one, but was used for 
five years. Early in 1S96 the members of the school board and 
Superintendent Berry agreed to become personally responsible 
for a new piano to be placed in the high school. The winter 
following the senior class gave an opera, "The Little Tycoon," 
for two nights, and made enough money to pay for the piano 
and buy a number of books. Since then additions have been 
made to the library until it now contains more than 8.50 vol- 
umes. Organs have been purchased for four rooms, and the 
recitation rooms and laboratories contain about |S00 worth of 
up-to-date apparatus. Since 1SS6 the course of study has been 
revised a number of times and is now as follows : 

FIKST YEAR. 
First Half. Second Half. 

•Algebra. *Algebra. 

•English. *English. 

Zoology. Civics. 

Latin. Latin. 

Physical Geog. Physical Geog. 

SECOND YEAR. 

•Algebra. *Plane Geometry. 

•English. *English. 

Botany. Botany. 

Latin. Latin. 

•Ancient History. *Ancicut History. 

THIRD YEAR. 

•Plane Geometry. •Solid Geometry. 

•English Literature. *English Literature. 

Chemistry. Chemistry. 

Latin. Latin. 

•Modern History. *Modern History. 

FOURTH YEAR. 

•Commercial Arith. *Book-keeping. 

•Themes. *U. S. History. 

Physics. Physics. 

German. German. 

149 




IIK.H SCHOOL I.AIiOKATOKV— FOWLER 



Subjects marked witli an astei'isU aie veiiuired. All others 
are elective. Each half year's work in any subject counts one 
credit and thirty -two credits are required to graduate. A little 
less than forty-three per cent, of the students aie uow studying 
Latin. The three commissioned high schools in Benton county 
all stand far above the average throughout the state in the 
per cent, of students completing the course, and Fowler leads 
the commissioned high schools of the county in this respect. 
In all 168 students have graduated from the Fowler high 
school, and sixty of these have attended or are attending some 
higher institution of learning. The per cent, of attendance 
for the entire school in 1904-5 was ninety-three and five-tenths. 

For many years the school spirit in Fowler was not what 
it should have been. Xo reason for this is known, excepting 
one that was given by a distinguished man who is now in his 
grave. He said : '"The people got started wrong in school 
jnatters and it will take them many years to get over it." It 
has been easily seen that the people of the town were getting 
•'over it" very rapidly in the last few years. Two years ago the 
school held an exhibit of the daily work of the pupils, just 
before holidays. Over 3,300 pieces of school work were on dis- 
play. The exhibit was visited by nearly all of the patrons of 
the school and scores were awakened to the fact that they 
had never fully aj)])rpciatcd the work that their children and 
teachers wer(> doing. Since then I he school spirit and a 
justifiable pride in the Fowler school has arisen rapidly. This 
perceptible growth in educational interest has helped the school 
in many ways and has added much In its lejjutatiou abroad. 
It has materially aided in giving the school an impetus that 
has placed it in the front I'ank of the town schools of the State. 

The Fowler school board is doing much to make the build- 
ing a healthy, comfortable and desirable place to attend school. 
All of the modern conveniences of city schools have been added 
to the btiilding- Cement walks have been plai-ed along the 
front and sides of the campus, and the board has been pros- 
pecting for additional playgrounds for the pupils. The library 
and laboratory have been rajiiilly built up, the school is sup- 
plied with good teachers and the board is doing everything 
within its power to give the people a good school. 

In 1891 the Sacred Heart parochial school was founded ip 
Fowler by the Rev. A. Henneberger. It has steadily grown in 
public estimation. 

151 



BOSWELL. 

Organization : Platted in 1871-2. Incorporated in 18S3. 
Organized as a separate scliool corporation in 1884 by electing 
Amos R. Gilger, Charles Menefee and Wesley Alexander mem- 
bers of the first board of school trustees. Their successors 
have been as follows: 1886, H. C. Harris, who served twelve 
years; 1887, John Spies, who served nine years; 1888, W- H. 
McKnight, who served nine years; 1896, W. J. Harris; 1897, 
Fred. Rose; 1898, A. B. Mc Adams, who is still on the board; 
1899, E. I. King; 1900, Elmer McLaughlin; 1902, E. I. King; 
1903, Elmer Laughlin, George Dye; 1904, W. J. Harris; 1905, 
George Dye; 1906, Earl Smith. 

Teachers 1905-0: J. Hamilton Barnes, superintendent; J- 
W. Mcintosh, principal high school ; Emma G. Leonard, assist- 
ant principal; Clarence Norquest, Luella Moore, Mary Hart, 
Eva Williams. 

Charles Moore began platting Boswell in the summer of 
1871, but sold his interest in the town site to Elizabeth H. 
Scott in October of the same year. In the summer and fall 
of 1872, 214 town lots were platted by Mrs. Scott, Joshua M. 
Poster and Samuel Parker Smith. The latter built the first 
dwelling house in the town, and the first business house was 
built by Alexander Murphy. Mr. Murphy afterwards became 
a grain buyer in the town for many years, but moved away 
before his death. Mr. Smith is still a resident of Boswell. 

When the town was started a schoolhouse called "Fairview" 
stood in what is now the southeastern part of it. B. F. Heaton 
taught in the building in the winter of 1871-2, and T. S. McEn- 
daulVer in 1872-3. In tiie summer of 1873 a school was estab- 
lished in the town, the building being placed on a lot near the 
Metliodist church. Mr. Heaton taught the first term in this 
school and was succeeded by Marion Menefee who taught from 
the fall of 1874 until the spring of 1877. Patrick Duffy taught 
in 1877-8. A second room was built and Mr. Heaton returned 
and took charge of the school with George A. Bailey as his as- 
sistant. Charles Miller succeeded Mr. Heaton and Mr. Bailey 
remained with the former until 1881, the latter year being 
taught in a new school house erected on the present school 
grounds. This house was built by John Lawson and the town 
donated f 1,000 toward paying for it to get a four-room building. 

152 



Mr. Miller remained at the head of the school until the spring 
of 1SS2, his last assistant being Luc\v Baldwin. Mary Cook 
seems to have been the principal in 1SS2-3 and Calvin White 
in 1SS34. 

Boswell was organized as a separate school corporation in 
18S4. Three teachers, C. F. Moore, Mary Cook and E. S. Burch, 
were placed in the school in 1884-5. Mr. Moore remained for 
two years and was succeeded by Otis Roberts who was prin- 
cipal from the fall of 1886 until the spring of 1891. A high 
school course was organized in 1887, which was as follows: 

First Year. Second Year. Tiimn Year. 

Arithmetic. Algebra. Geometry 

U. S- History. Const, of U. S. Ancient Hist. 

Grammar. Rhetoric. Literature. 

Math. Geog. Phys. Geog. Physics. 

Civics. Physiology, Writing. 

B. F. Johnson succeeded Mr. Roberts in 1891-2, and was 
succeeded by Mr. Roberts in 1892-3. George Rogers was prin- 
cipal in 1893-4-5, Frank Brubeck in 1895-6-7, Alexander Cald- 
well in 1897-S, and Clarence Kellogg in 1898-9 and 1900. 

In 1897 the present handsome and substantial brick build- 
ing was erected at a cost of about |8,000. This edifice is a 
great credit to the excellent work of its builder, D. S. Roberts, 
and to the members of the school board under whose supervi- 
sion it was erected. It is heated with hot-air furnaces and 
well lighted and ventilated. It stands on one of the most 
beautiful school gTOunds in westeni Indiana, a campus of 
about two acres covered with trees- 

In 1897 plans were laid for the organization of a four years' 
high school course. Charles F. Miller was elected superin- 
tendent in the summer of 1900 and he at once proceeded to 
perfect the organization of the school with the view of obtain- 
ing a commission. This idea was approved by the members of 
the school board and with their assistance Mr. Miller was en- 
abled to develop the school so rapidly that a commission was 
secured from the State Board of Education early in 1901. The 
high school course is as follows : 

153 



FIRST YEAK. 
First Half Second Half. 

Algobrn. Algebra. 

Literatiiic and Coiiip. Literature aiul Comii. 

Latin. Latin. 

Pliysical (.loooraiiliy- Civil ( ;u\crnnienl. 

SKCONn YEAR. 

Algebra. Geometry. 

Literatnre and Conij). Literature and Cornii. 

Latin. Latin. 

General llisU)ry. General History. 

THIRD YEAR. 

Geometry. Geom. or Book-kee])ing. 

I'liysies- I'liysics. 

Lalin. Latin. 

Geniral llisiovy. Genera! History. 

FOURTH YEAR. 

Hotany. Botany. 

Latin or German. Latin or (Jerman. 

Literature and Comip. Literature and ('(inip. 

r. S. History. TJ. S. Hist, and Civics. 

The lirst high scIiodI rduiuicm emeiti was held on the evening 
of May 2:\. 1901. The (»|iei-a House was crowded to its fullest 
rapacity, and John W -lolin, then juesident of DuPauw Uni- 
versity, delivered a line address after the members of the grad- 
uating class had read their ms. After the address Super- 
intendent Milh-r presented hign scIkioI diplomas tu Zora Coffen- 
berry. Nora Gillespie and Ollie Xern. who constitnifd tlie tirst 
high school graduating class of Boswell. 

The School spirit existing in Boswell and vicinity is excel- 
h'ut. The town leads Benton rounfy and is one of the leading 
towns in the Stale in the per (cnt. of pupils that complete the 
rominon school course. Taking the last four years as a basis, 
about sixty in <nery Imndred |iu|)ils that enter the school re- 
main for eight years. Interest in high school work is growing 
as (he ]iafrons become belter a'i|naiuted with iis usefulness. 

1.S4 




liOSVVKI.I, SCIIOOI, 



The total enrollment in the school for 1904-5 was 228, and CO 
of this number were in the High School- The average per cent. 
of attendance last jear was 94, the best attendance reported 
in the county. 

.1. 11. liarucs succeeded Mr. Miller as superintendent in 
1904, and the school has steadily grown under his charge. 
Lizzie Rossiter, Clint E. Norquest, Mrs. C. F. Miller, Sara H. 
Darby, J. G. Windsor, Stacy E. Kittle and Samuel O. Wright 
have been identified with the rapid rise of the school. It has 
about |200 worth of apparatus and a library of 500 volumes. 
Nearly all of the books in the library have been bought with 
the proceeds of lecture coiirses secured by the superintendents 
for the benefit of the school. Many of the patrons have taken 
a commendable pride in attending the lectures and thus assist- 
ing to build up the school library. Six of the twenty-nine 
gnuluates of the high school have attended higher institutions 
of learning. The policy of the Boswell School Board has always 
been to employ only good teachers. If a mistake is made it is 
quickly remedied by a change. Good wages are paid, and 
teachers who enter the school must show real teaching ability 
or they are no! retained for a second term. Teachers who do 
good work are kept until they choose to leave. 



Organization : The town was platted on February 22, 1875, 
and was incorporated in March, 1884. It was organi^d as a 
sejiarate school corj)oration in June, 1884, by electing James 
Malo, II. A. Buck and J. M. G. Beard members of the first 
school board. Their successors have been as follows: 1885. 
Charles L- White, 1886, W. Lee Bartlett, W. T. James, F. G. 
Huffman; 1889, J. II. Myers, James Malo; 1891, W. Lee Bart- 
lett, C. E. Strauss; 1892, A. V. Moore, J. H. Myers, S. Reed 
.Vllen ; 189.'i, W. Lee Bartlett ; 1894, Harry Crigler, A. V. Moore ; 
1S95, J. F. McCormick; 189G, J. E- Berryman; 1899, William 
Uandall, W. L. Irwin; 1900, T. H. Dixon; 1901, O. M. Flack; 
19112, William Randall; 1903, J. F. McCormick, A. C. Good- 
wine; 1904, Michael McCormick, Lovett Williams; 1905, 
diaries Crawford. 

Teachers 1905-6 : J. W. Todd, principal high school ; Jessie 
Foster, Ella I'erkins, Emma Peckham- 

156 




IK AMi>i\ luixr r.kAiii-;i> scHOOi,. 



It is said tluu llic tirst iioiise built in Ambia was built iu 
1873 by James C. Pugb. The first School house was built io 
1874:. The site of Ainbia was then a part of school district num- 
ber eleven in Grant township. The first teacher was Kate Sid- 
dens, a sister of James Siddens who was afterwards elected 
the first trustee of Hickory Grove township. She taught the 
winter of 1874:-5, and was succeeded by J. Lee Dinwiddle in 
the winter of 1875-0. At that time the country just north of the 
railroad was an unbroken prairie. In the fall of 1875 many 
of the ])eoi)le of the town cut the wild grass and shocked it up 
for winter use. The fall rains came early and spoiled the hay 
thus made. In the winter the laud was covered with water 
which froze and made an immense skating ground on which 
tlie people of the town and surrounding country would gather 
oath evening. The hay shocks were used for torches, and the 
weird and pictures(iue scenes made by the chasing, hurrying, 
skurrying skaters as they rapidly appeared in the light or 
vanished in I In- darkness were not soon forgotten. 

The lirsi siliixil house stood on lots 59 and 00 of the original 
])lal <if ilic lown, imw owned Ity Mrs. C. Heinen. It was aban- 
<loii('d in ISSi' and sdid Hi Fred ilalo. It is now owned by 
lOphraim N'oss. 11 has lieeii ini]iossible to get a correct list of 
the teachers in this building, but Manaen Arter is believed to 
have taught in the winters of lS78-!t and 1880-1, J. A. Brown 
in 187!)-80, and Mary J. Parker in 1881-2. A two-room build- 
ing was erected on the i)resent town school lots in 1882, and 
Maggie Medrith taught in it in 1882-3. 

The first leathers employed by the Anibia School Board 
were George Kogers and Carrie I. Lowry. Mr. Rogers was 
principal in the school for many years. Other teachers in the 
school from 1885 to 1896 were Emma Caldwell, Harry E. Rank, 
Mary I'eltiin. Lizzie Rossiter, Mary Hargrave, Mattie Caldwell, 
Fanny Tit i<c. K'ulh Pierce, P.. F. Ileaton, Minnie Ritz, J- F. 
Ale and .May <iroves. Wilbur F. Morgan was employed as prin- 
cipal in 189(i. Blanche Harris taught the lower grades. In 
1897 the present substantial brick building was erected at a 
cost of about f 8,000. The school was re-organized and re-graded 
in 1897-8, with ^^'ilbur F. Morgau as superintendent and 
high school teacher, and A. B. Cheney, Blanche McClurg and 
I'^lla Adams as grade teachers. A regular three years' high 
school course was organized by Mr. ^lorgan and approved 

158 



liy {lif siliDiil Ixiard. Aiigie Acres, Eiuiua l>io\\ii, Jessie Fos- 
tei- ami Beatriic Koss cuiiipleled tliis course iu 1890 and re- 
ceived their diplomas at the first high school commencement 
Iield iu Arabia. Ethelbert Woodburn succeeded Mr. Morgan 
in 1900- His assistants were Jacob Welsch, Rosalie Edwards 
and Emma Peckham. In 1901 Rupert Simpkins was employed 
t() superintend the school and remained two years. George 
I'ugbee succeeded liim iu 1903 and Ida Green in 190-t. Miss 
Peckham has retained her position as primary teacher for six 
years and Ella Perkins took charge of the intermediate room 
five years ago. 

Iu the wiiiier of 1900-1 Mr. ^Voodbul•n added many volumes 
to the Arabia school library liy holiling festivals and other 
-entertainments. The people of the town became so interested 
that this means of securing donations was continued by Mr. 
Simpkins. .^fr. Bugbee and Miss Green. As a result of their 
efforts and the liberality of the people, the school now has 
three orgaiis, a number of handsome pictures and an excellent 
library of about -tOO volumes. The Imilding is heated with hot 
air furnaces, and the school has aliout .fo."iO worth of apparatus. 
The school spirit in the town is shown by the liberality of its 
residents and the fact that a hall that holds SOD people is filled 
at each commencement. This spirit has done much to make the 
growth of the school rapid and its work good. The school board 
■of Ambia has been careful in its selection of teacliers and has 
worked hard to bring the school up to its excellent standard. 
The present high school course is the one adopted by the County 
Board of Education. 

KAKL PARK. 

Organizalion : The town was platted on July 31, 1872, and 
incorporated in September, 1891. It was organized as a sepa- 
rate school corporation in June, 1893, by electing Joseph R. 
Gaunt, Howard L. Hix and Thomas McDonald members of the 
first school board. J. F. Avery succeeded Mr. Hix in 1896, 
:and W. C. Ditton succeeded Mr. McDonald in 1901. No other 
changes have been made in the board. 

Teachers 190.5-6: Otis S. Roberts, pi'incipal high school; 
Mrs. Mellie VanAtta, Nellie Eowe, Gertrude Hitze, Mrs. Maude 
H- Seward. 

159 



Until the town was incoi>porated it was in district four, 
Richland township. The first school house in the town was built 
by Trustee Robert Kelley in 1873. It stood just east of the 
park. Mr. Kelley employed Allen Case as the first teacher in 
this building. His salary was |210, and with this he started a 
little grocery store in the town. Ida Greenlee taught the 
school in 18745 and Sarah A. Henry (Dinwiddie) in 1875-6. 
Mrs. Dinwiddie was succeeded by Samuel Houser in 1876-7. 
An additional room was built in 1877, and a Mr. Snoddy and 
Laura Brier taught the first graded school in 1877-8. Mr. 
Snoddy was succeeded by a Jlr- Hollihan in the spring of 187f) 
and a Mr. Brown in 1879 80. Mellie Taylor was assistant 
teacher to Mr. Hollihan and Mr. Brown. Joseph S. Van- 
Atta taught in 1881-2-3-4, with Mellie Taylor (who became Mrs. 
VanAtta in 1882) as his assistant. Robert L. Cox was princi- 
pal for the next four years after which Mr. VanAtta taught 
three years more. Two more rooms were built and a third 
teacher employed in 1885. Kora Jewel graduated from the 
common school in 1886 and was the first graduate in the town 
and township. She procured a teacher's license and taught in 
the intermediate room in 1886-7- 

Will E. Caroon was employed by the town school board,, 
with Freddie Cox and Mrs. Seward as his first assistants. 
This was in 1893-4. W. J. Whinery succeeded Mr. Caroon in 
1895-6-7, Loui.s Lambert in 1897-8-9 and 1900, E. A. Turner in 
1900-1, James H. Gray in 1901-2-3, Oscar Noe in 1903-4, and 
Otis S. Roberts in 1904-5. The fourth teacher was employed in 
1S96-7. Mr. Lambert's assistants in 1897-8 were Mrs. Mellie 
VanAtta, Mrs. A. D. Raub and Mrs. Maude H. Seward. The 
first high school work was done by W. J. Whinery in 1896-7. 
Mr. Lambert completed the organization of a three years' course 
in 1S97-8, and in 1899 graduated the first class from the high 
scliool. The memtjers of this class were Susie Menefee and 
Mame Avery. ^liss Avery afterward taught in the country 
and in Earl Park. Miss Menefee graduated from DePauw 
University, and taught in the Oxford high school in 1904-5. 

In 1897 the old frame school house was condemned as un- 
safe and the present commodious building was erected at a cost 
of about |9,000. This edifice is well arranged in the interior, 
is heated with hot-air furnaces and supplied with modern con- 
veniences. It stands on a high and beautiful campus in the 

160 



eastern ]iait of tlic town and lu'cscnls an imposing sight to 
visitors a])i)i-oa(liiug Eail Park. It is a great credit to the 
educational interests of tlie town. Tlie picture shows Otis S. 
Roberts. Mrs. A'anAtta. Samuel Avery. Gertrude Hitze and 
Mrs. Seward, the teachers for 1904-.J. in the foreground- 
Mrs. Maude U. Seward, of Earl Park, is the senior in 
service of Eenton county's able cori)s of teachers. She has 
taught continuously througli every school year since the sum- 
mer of 18.S1. and is now serving her twenty-second year as 
primary teacher in Earl Park, Otis S, Roberts is second in 
years of service, and it is probable that Mrs. TanAtta is third 
in (his respect. 

There is a notireabie urowtli of educational sentiment in 
Earl Park each year. -More pupils are remaining in the grades 
until they com]tlete th<' common school course, and more grad- 
uates from the conimon school are entering the high school. 
Many of llie high school graduates are becoming teachers and 
are asjiiring to rise in their profession. The jieople of the town 
take great interest in the annual coninicnccments and give 
much encouragement to the graduales. 

The scliool has a library of nearly I'dd books and a fair 
supply of ajiparatus. Though Earl I'ark was the last town in 
the county to establish a separate school corporation, the school 
lioai-d has aimed to keeji up with other towns. The school has 
been su](plied with good teachers, and the members of the board 
insist thai the liest work is none too good for the Earl Park 
Scliool. The high school uses the uniform non-commissioned 
high school course adopted by the Couiily Poard of Education. 
The Rev. P. .1. \\cbber has recently established a parochial 
scliool in the town and ho|)es to do good work. 

OTTKUC.KIN. 

Otierbein was laiil out by John Levering and wife on Octo- 
ber 2."). 1S72. T)r. .John K. Tlioni]ison is said to have built the 
first dwelling in llie town. (HIeibcin was naniiMl in honor of 
its first school icaclicr. \\illiaiii ((licibein IJrowii. It is jirob- 
able that he was named for llie celebrated Bishop Pliilij) Will- 
iam Otterbein who was the founder of the <'linrch of the United 
Brethren in Christ. Mr. P.rown taught school in a room in 
his resideiiie. with his own and his iieiglilMUs' cliildreii for his 

1G2 



pupils. He was afterwaid aiipointed the first postmaster in 
Otterbeiu and held that position until his death. 

The first public school in the town was taught in a room 
above Henrv H. Moore's grocery store which was the first busi- 
ness house built in Otterbein. The teacher was W. ^[inor 
Brvan and the school was taught in the winter of 1873-4. In 
the summer of 1874 John Wesley Ryan, trustee of Bolivar town- 
ship, built the first schoolhouse in Otterbein. This building 
was erected on the lot now occupied by the M. E. parsonage. 
After this building was abandoned for a better one it was 
bought by Joseph Walsh, and it is now used for a storage room 
by Joseph Walsh & t?ons. The first teacher in the new school 
house was Sidney A. Willis. Mary Giles succeeded him in 
1875-6, and she was succeeded by Charles Beeker. 

In 1889 F. M. Maddox erected a substantial four-room brick 
building in Otterbein, and a graded school was organized with 
Charles B. Maddox as the first principal. William E. Caroon 
succeeded Mr. Maddox as jnincipal in the winter of 1892-3, 
and Mr. Caroon was succeeded by Otis S. Roberts from 1893 
until 1904. Air. Roberts outlined a two years' high school course 
in the fall of 1894. whieii was as follows: Algebra, one and a 
half years; review of arithmetic, one-half year; general history, 
one and a half years; civics, one-half year; composition and 
rhetoric, two years; iihysical geography, one year; physics, one 
year. Owing 1o tlie criiwded condition of the Otterbein school 
the trustees did ikM feel tliat it was projier to organize a three- 
year liigh sclu)ol course until amjile room and additional teach- 
ers could be provided. In 111(13 John Glynn built an -18,000 
addition 1o the schoolhouse. This addition contains two large 
assembly rooms, two cloak rooms, a recitation room and an 
oflBce. Mr. Glynn then put in a hot water heating plant for the 
entire building, and Otterbein now has a school house (shown in 
the illustration) of wliicli the ]ieo]ile of the town may well feel 
proud. This house comjileted. the three years' course adopted 
by the County Board of Education was placed in the high 
school, and was followed during the school year of 1903-4. 
Oscar Xoe succeeded Mr. Roberts in 1904 and began his first 
term with the regular county course. A number of the patrons 
of the school thought a four years' course should be established, 
with a view of obtaining a commission. The superintendent 
visited Ottcilrcin and jihinncil a liasis for a four years' course. 

164 



The plau was approved by Mr. Glynu and later by Mr. Smith. 
The latter and Priuoipal Noe have made a few chauges and the 
course is now as follows : 

FIRST YEAR. 
First Half. Second Half. 

Algebra. Algebra. 

Conip. and Rhetoric. Conip. and Rhetoric. 

Latin. Latin. 

Physical Geography. Botany. 

SECOND YEAR. 

Algebra. Plane Geometry 

Comp. and Rhetoric. Comp. and Rlietoric. 

Latin. Latin. 

Ancient History. Ancient History. 

THIRD YEAR. 

Plane Geometry. Solid Geometry. 

Comp. and Literature. Comp. and Litei ature. 

Latin. Latin. 

Med. and ilod. Hist. Med. and Mod. Hist. 

FOURTH YEAR. 

Physics. Physics. 

Comp. and Classics. Comp. and Classics. 

Book-keeping. Book-keeping. 

Advanced U. S. Hist Civics. 

Zoology. Advanced Arithmeti';. 

All of the course is required excepting some two of the last 
four subjects in the fourth year. Any two of these may be 
omitted. About thirty ambitious students have enrolled in 
the high school, and there is little doubt about the school re- 
ceiving a commission next year. 

The present corps of teachers is Oscar Noe, principal high 
school; Grace T. Crandall, assistant principal; Charles Dod- 
son. Prudence Yeager, Mrs. Dora Woody and Katharine Wood- 
hams. Of the former pupils of the Otterbein school twelve 
have become teachers and twelve have attended higher institu- 

165 



tiuiis of k':niiiii«;. Trustee Siiiirli is (Idiiiji evevvtliinj; iu his 
power to make the school a siu-eess, and the people of Otterbein 
are determined to have a school as good as the best and 
secure a commission. The school has a liln-arv of over 200 
volumes and a good supply of appai-atus. Through the efforts 
of the high school students and the liberality of the community 
a good piano lias recently been jiaid for and placed in the 
hifih school room. 



166 



CHAl'TER V. 



OUR EDUCATIONAL SYSTEM AND ITS FOUNDATION. 



••Knowledge aud learning geuerallx diffused throughout a 
connuunity, being essential to the jireservation of a free 
goveiiiiiieut, it shall be the duty of the General Assembly 
to encourage, by all suitable means, moral, intellectual, scien- 
tific and agricultural imiprovement, and to provide by law for a 
general and uniform system of common schools, wherein tuition 
shall be without charge, and ecjually open to all," is the com- 
mand of the present constitution of Indiana. General means 
common or api)lying to all; uniform means one form, tilings of 
a kind alike, and a system is composed of parts arranged in 
regular order. That the command of the constitution that 
the different paits of our school system should be made alike 
aud j»laced together in regular order, has been well executed 
is fully proven by the following facts : First, District limits have 
been abolished, and townships, towns and cities have become the 
units of school work. School officers of township, town and 
city have the same names, and have about the same duties to 
perform. The school officers of all counties have the same 
official names and same duties to perform. State school offleers, 
the missing link in our first school system, have been provided. 
The townshij), town and city school ofificers report to county 
school officers; the county officers report to the State Superin- 
tendent, and the State Superintendent reports to the Governor 
and the General Assembly, the law-making and executive 
powers of the State. Township trustees have advisory boards, 
county superintendents have county boards of education, and 
the State Superintendent has a State Board of Education to 
work with in connection with official duties pertaining to the 
public schools. Second, An extensive course of study has been 
provided, continuing through sixteen years of school life; four 

lf.7 



years of primary and four years of elementary study in the 
common school, four years of secondary work in the high school, 
and four years of higher education in college. The school 
trustees provide the teachers, apparatus, and buildings for the 
common and high school pupils of their respective townships, 
towns and cities. The State provides colleges for the more 
advanced work. Third, Uniform text-books have been provided 
for the common schools and the 10,250 teachers that taught in 
Indiana in 1904 held licenses based on uniform teachers' exam- 
inations. 

In l!Mi;> the expense of maintaining the common schools of 
Indiana was |9,901,645.41, an average of .fl2.70 for each per- 
son enumerated as between the ages of six and twenty-one, and 
fl7.66 for each pupil enrolled in all of the public schools in the 
State. An explanation of the sources from which our school 
funds come will now be of interest. 

Fund means bottom or foundation. The foundation of the 
public school fund of Indiana lies in the act of Congress passed 
in 1785, providing for the reservation of each section numbered 
sixteen, for the maintenance of public schools. From the 
leasing and sale of these lands in Indiana has come a fund now 
amounting to $2,405,983.05. The amount of money derived 
from the sale of the lands in each county is retained and loaned 
in the county. Benton county had 8,320 acres of these lands 
and the 138,441.83 realized from the sale of them is now loaned 
in the county. This is called the Congressional Township Fund. 
Interest derived from it is distributed to the towns and town- 
ships entitled to it twice each year. 

The sources of our immense State Common School Fund 
are not so easily given. On April 19, 1816, Congress reserved 
thirty-six sections of public lands in Indiana, containing salt 
springs. Later these lands were given to the State and were 
sold for $85,000, which is known as the Saline Fund. An act 
providing for the establishment of a State bank was passed by 
the General Assembly on January 28, 1834. This act provided 
for an annual tax of twelve and one-half cents on each share 
of bank stock, to be paid into the common school fund. This 
tax amounted to |80,000 and is known as the Bank Tax Fund. 
The State banking law authorized the State to borrow 
13,000.000 to be used in paying for the State's half interest in 
the bank, or in making loans to peo])le that desired to become 

168 



stockholders but had not enough money to pay for their stock. 
To bo able to pay back the money borrowed, the State 
established a sinking fund, which is simply a fund used to pay 
off (or sink) a debt when it becomes due. This fund was to 
receive any part of the $3,000,000 that was not loaned or 
invested in bank stock, all of the interest paid to the State by 
the borrowing stockholders in the bank, the principal of all 
loans returned by stockholders, the profits on the shares of 
stock not paid for by the stockholders, and the profits on the 
shares of the stock owned by the State. The law provided 
that if the amount of the sinking fund was more than enough 
to pay the |3,000,000 borrowed, when it w^as due, the remainder 
was to be appropriated to the cause of common school ecluca- 
tioit. The State's bank investment proved profitable. The 
loan was paid, and the princely sum of $J:,255,731.S7 was left 
for the school fund. This great amount is known as the 
Sinking Fund. In 1816 Congress donated two townships of 
land to Indiana to be used in establishing seminaries. The 
first constitution of the State directed that all fines paid by 
law-breakers and all moneys paid by jiersous desiring to pur- 
chase exemption from the military duties then required of 
citizens be paid into the seminary fund. In 1852 the semi- 
naries were abolished and the lands and houses ordered sold. 
The flOO.OOO derived from this source was turned into the 
State treasury for the use of the common schools of the State 
and is known as the Seminary Fund. In 1836 Congress 
directed that the surplus then existing in the United States 
Treasury be divided amongst the States in proportion to their 
representation in that body. Indiana received |860,2o4 of this 
surplus and the General Assembly directed that |537,502 be 
placed to the credit of the common schools of the State. This 
is called the Surplus Kevenue Fund. The new constitution 
directed that all of the funds so far described should become 
a part of the common school fund, together with all fines, all 
forfeitures to the State, all lands and estates that revert to the 
State for want of other heirs and the proceeds of all lands given 
to the State by Congress. The constitution further declares 
that "The principal of the Common School Fund shall remain 
a perpetual fund, which may be increased, but shall never be 
diminished." The principal of this fund is increasing at the 
rate of about |55.000 a year and amounted to |10,498,716.09 

169 



at the bi'Sjioiiing of l'.M)4. This is |13.(iS for eacli person euuin- 
erated in 1903. This fund seems to increase at about the same 
ratio as the enumeration, as the per eapita of interest for the 
last eiglit years has been eighty-two cents per annum for each 
person enumerated. For some years the General Assembly 
has fixed the State sclinol tax levy at eleven cents on each 
hundred dollars of property valuation. In the year ending 
Auiiust 1. l'.t()4, there was |1S,438.35 of State school tax col- 
lected in Benton county. There is |41.. 530.35 of the principal 
of the common school fund drawing interest in the county. 
Twice each year the interest collected on this principal and the 
State school tax collected in the county are sent to the State 
treasurer by the county treasurer. The State treasurer reports 
to the Slate superintendent the total amount of funds received 
from th(> ninety-two counties in the State. The State superin- 
endent divides the total amount of money reported by the 
lotnl nundier of jx'rsons enumerated in the State the April 
|irc\ ious to tlu- distribution and gets the amount each person 
enumerated is entitled to for school purposes. He multiplies 
this amount by the number enumerated in each county and 
direcis the State treasurer to send to each county treasurer 
ihc aiiiount due to the schools of that county. The county 
nmlilur llieii apporlions to each town and township its part 
lit till' money to b(» distributed and gives the township trus- 
tee (ir treasui-er of the town school board an order on the 
couiit,\ trcasni'er for the amount due his town or township. 
The amount of congressional school funds loaned in Benton 
idunly is .$38,441.83. The interest collected on this amount 
is distributed semi-annually by the county auditor. The 
county su|)erintendeiit furnishes him a list of persons enum- 
erated in the congressional townships, as they were originally 
surveyed, and he must distribute to those enumerated in each 
congressional township such a part of the interest as arises 
from the sale of the school section that had belonged to that 
township. In this distribution it happens that the amount 
received for each person enumerated in different school cor- 
]iora1ioiis is widely different. To equalize this the auditor 
miisl liislrilmie the common school funds so that every trustee 
ill the county will get the same amount of money for each 
person enumerated. To illustrate: If each person enumer- 
ate<l in Henton county was entitled to fL'.OO. and each one in 

170 



Fowkn- received |1.30 from tlie congressional fund, then each 
one would receive seventy cents from the comuiou school fund. 
If each one enumerated in Oxford entitled that town to but 
twenty-five cents from the connressional fund, Oxford would 
then be entitled to |1.7o of the common school fund for each 
person enumerated. All of the proceeds of the funds so far 
described are called Tuition Revenues and must be used to 
pay teachers and for no other purpose. During the year end- 
ing August 1, IflOl, .*;i2,307.50 of congressional and |11,043.42 
of common school funds were distributed in Benton county. 

The sources from which local tuition funds are derived are 
the liquor license, the dog. and the township or town local tax 
tuition funds. All funds paid for liquor license are appor- 
tioned by the county auditor to the several towns or townships 
to whicli they belong. In March of each year the trustee of 
each township must pay into the county treasury all of the dog- 
tax to exceed |100 that he may have in his possession. After 
the claims of the townships not having sutlicient dogs funds to 
pay for stock killed by dogs have all been met, the surplus of 
ihis fund is distributed to the different school corpoi'ations by 
the county auditor. Town school boards and township trustet^s 
levy local tuition taxes to secure sufficient funds to pay teach- 
ers. This tax is paid to the county treasurer and by him paid 
to the tmstees, each town or township receiving the amount 
paid by its taxpayers. During the year ending August 1, 
1904, $300 liquor license fees, .|6S5.50 dog tax, and |3-t,107.S8 
local taxes were placed in the tuition funds of the different 
towns and townships in the county. If these amounts are 
added to the .fl8,4.5S.3.5 State school tax and 12,439.73 interest 
on loans sent to the State treasurer, the total will be f .55,971.46 
tuition funds raised in Benton county in the year given above. 
This is f 15.04 per capita (for each person) as enumerated and 
118.16 per capita of the actual enrollment of pupils in the 
schools in the county that year. Of this amount ■''S9 834.66 was 
distributed to schools in other parts of the State by the State 
superintendent, leaving .fl2.40 per capita of enumeration and 
fl4.79 per capita of enrollment in the county. By transfers 
paid for out of the special school fund and credited to the 
tuition fund, and the amount paid out of the former fund for 
school supervision in graded schools, the total amount raised 
that year that could be used for paying teachers in the county 

171 



was 155,831.18. The teachers received |54,146.11 of this amount 
for their worlc iu the schools. This is $14.55 for each person 
eiuuiierated and .^17. 5G for each pupil enrolled in the schools 
during the year. 

The special school tax produces the fund used in paying 
for school grounds, houses, furniture, apparatus, repairs, coal, 
heating apparatus, etc., and in paying janitors' fees, township 
institute fees, transfers for school purposes, and (if the trustee 
so desires) supervision of graded schools. It is levied, col- 
lected and distributed in the same manner as the local tuition 
tax. In this fund the proceeds of all sales of school prop- 
erty are placed, as is also any money borrowed to be used for 
any of tiie purposes enumerated above. The taxes paid into 
this fund in 1904 amounted to .f38,935.41 ; received from other 
sources. |8,5CS.l(j, making a total of |47,503.57 of special 
school funds raised in the county during the year. The ex- 
penditures for the year were as follows: Permanent improve- 
ments, |8,568.1G; transfers, $2,918.16; supervision, $2,582.50; 
and other expenses, .f22,740, making a total of $38,616.23. 
"Other expenses"' means the regular running expenses of the 
schools. This per capita tax is $6.11 and $7.38 of enumeration 
and enrollment respectively, making a total expenditure of 
$20.66 for each person enumerated and $24.94 for each pupil en- 
rolled in Benton county during the school vear ending in 1904. 



172 



CHAPTER VI. 



TRUSTEES AND SCHOOL BOARDS. 



The school trustees of the cities, towns and towushi])s are 
the master workmen of Indiana's great school system. More 
than all things else their able and patriotic- management has 
developed our school system to its present high standard, and 
to the faithful performance of their sacred trusts must the 
future generations of Indiana look for that royal heritage 
which makes every self-reliant boy or girl worthy of a throne — 
a good education. 

The passing of the old system abolished the congressional 
township and district control of school alfairs, but left the 
civil township with its three trustees. The new law committed 
to the township trustees the charge of all educational affairs of 
the township. It gave them the control and disbursement of 
all the school funds; it left with them the power to determine 
the number and location of all the schoolhouses necessary for 
the accommodation of the children of the township; it left to 
them the making of all contracts for building, repairing and 
furnishing schoolhouses; the purchasing of fuel; the employ- 
ment of teachers, and, lastly, they were to determine the time 
of commencing and the period of the continuance of the schools. 
Thei-e was much opposition to this law for some time, as it 
was thought that it placed too much power in the hands of 
three men, but care was taken to select good men as trustees 
and the change grew in public favor. 

The first duty of the Board of Trustees was to establish and' 
conveniently locate a sufficient number of schools for the edu- 
cation of all the children of their township. Referring to this 
matter in his annual report of 1853, State Superintendent 
Larrabee made these remarks : ''But the schoolhouses, where 
are they, and what are they? In some townships there is not 
a single schoolhoiise of any kind to be found. In other town- 

173 



ships there are a few old. leaky, dilapidated log cabins, wholly 
unfit for use even in summer, and in winter worse than noth- 
ing. Before the people can be tolerably accommodated with 
schools there must be erected in this State at least three thou- 
sand five hundred school houses." The schoolhouses that had 
been built by the districts became the property of the township, 
and new houses were to be built by the township. Here serious 
trouble arose. The new law said trustees must take charge of 
school matters, furnish houses, and employ teachers, but gave 
them no authority to levy taxes. Township school taxes could 
be levied only on approval of the majority of the township 
voters. When so levied taxpayers who were oj>posed to local 
school taxes refused to pay their assessments, thereby not only 
retarding the ])rogress of the schools, but causing an unusual 
delinquency in the collection of taxes for general purposes. 
Contracts for building sclioolhouses were thrown up, houses 
half finished were aban(lone<l. and all operations were sus- 
pended in many townshijis. 

The |iublic school fund available in 18r)4 consisted of the 
Congressional Township fund, the i^urplus Revenue fund, the 
Saline fund, the Bank Tax fund, and miscellaneous funds, 
amounting in all to f2.4fiO.(i(M(. The money was distributed to 
the dilTerent counties of the State, loaned, and the interest dis- 
tributed to the townships, towns, and cities of the State in 
l)roportion to the number of children therein. A law passed 
in 18.~)f) reduced the trustees in each township from three to 
one. declared each township a separate school corporation, and 
directed thai the accounts of school funds be kept separately, 
the tuititm and sjiecial school eai-h to be a sejiarate, itemized 
account. Opjiosition to jniblic schools continued until 1873. 
By that time the township trustee was clothed with most of the 
jiowers he now has, and about that time the school conditions 
throughout the State l)egan to improve very rapidly. The town- 
ship trustee is now elected on "presidential election" day. takes 
oflice the first of January following, and serves four years. He 
can not be re-elected to succeed himself, but may be re-elected 
after having liecn out of office for one tei'ui. In case of death or 
resignation, the vacancy is filled by the county auditor unless 
commissioner's court is in regular session, in which case the 
appointment is made by that body. The amount of pay re- 
<eived by each trustee is fixed by his Township Advisory Board. 

174 



Tlie law directs the trustee to take charge of the educational 
affairs of his township, to employ teachers, to establish and 
locate conveniently a sufficient imniber of schools for the edu- 
cation of the children in his township; and to build and other- 
wise provide suitable houses, furniture, apparatus, and other 
educational appliances for the thorough organization and effi- 
cient management of said schools. Though required to furnish 
a sufficient number of schools, be may refuse to re-open a 
school in which the average daily attendance during the last 
term did not exceed twelve, and may close any school on peti- 
tion of a majority of the legal voters of the district. He may 
sell school property that has been abandoned in accordance 
with the law. hut can not change the site of a school without 
presenting a petition signed by himself and a majority of the 
patrons of the district to the county superintendent and secur- 
ing his consent to the change. When a townshij) has twenty- 
five common school graduates within school age the trustee may 
establish and maintain a townshiii graded high school. Town- 
ships may join in establishing and maintaining graded high 
schools and have joint control over such scliools, or a township 
may join witii a town in cstaliiishiiig and maiiilaiiiiiig such 
a school. 

The trustee fixes tlic Iciigtli (if tlic tcniis of school taught in 
his township, jnovided tliat no term shall be for less than six 
months. He fixes the salary of each teacher, provided, "The 
daily wages of teailn'is shall not be less in the case of liegin- 
ning teachers than an ainonnt determined by mtiltinlyiiig two 
and one-fotirth cents by the scholarshiji given said teacher on 
his highest grade of license at the time of contracting; and 
after the first term of any teacher, said teacher's daily wages 
shall not be less than an amount determined by multiplying 
two and one-half cents by the general average of scholarship 
and success given the teacher on his highest grade of license at 
the time of contracting ; and after three years of teaching said 
wages shall not be less than an amount determined by multi- 
plying two and three-fotirth cents by the general average of 
scholarship and success given the teacher on his highest grade 
of license at the time of contracting: Provided, That two per 
cent, shall be added to a teacher's general average of scholar- 
ship and success for attending the county iustitttte the full 

175 



number of days, and said two per cent, shall be added to the 
scholarship of beginning teachers." A trustee may dismiss a 
teacher for violation of contract, or on the petition and law- 
fully sustained complaint of a majority of the patrons of a 
school, but he can not withhold any part of the salary of a 
teacher for loss of time during the term unless the teacher 
causes such loss. If the majority of the patrons in a district 
petition a trustee not to hire the teacher named in such peti- 
tion to teach in the specified district, and present their petitioiv 
to the trustee before he has entered into a written contract with 
said teacher, the trustee can not place the teacher petitioned 
against in said school, but patrons can not name whom he 
shall employ to teach any school, unless he requests them t& 
do so. 

If a child residing in any townshiji may be better accom- 
modated in the schools of another school corporation, the 
parent, guardian or custodian of such child may at any time 
ask the trustee for an order of transfer, which, if lawfully 
granted, shall entitle such child to attend the schools of the 
corporation to which transfer is made. A trustee has no right 
to grant a transfer until he is requested to do so by the proper 
person and lawful reasons for the request are given. A transfer 
may be applied for at any time. Each child should receive a 
se]>ara(e transfer certificate. If a child lives one-half of a mile 
nearer a schoolhouse in an adjoining corporation than he does 
to the nearest school in his township, he is entitled to a transfer 
unless free trans|)()rtation to school is provided. In other words, 
if a ti'ansfcr will save a child one mile's walk each day he is 
entitled to it. This helps to make clear why the courts have 
int(M'|>retiMl ijic words ''i)etter accommodated" to refer more 
especially to the child's physical welfare. Better schools, bet- 
ter teachers, longer terms, more branches taught, and better 
school apidiauces are not sufficient reasons for granting a 
transfer, but better roads, better transportation, fewer rail- 
roads or dangerous streams to cross, nearer schools, and 
crowded schools are all matters for consideration in making^ 
transfers. If no high school is maintained within the corpora- 
tion, the common school graduates of a township are all enti- 
tled to annual transfers to such school corporations as they 
may select in which to attend high school for any length of 
time not exceeding four years; but such transfers need not be 

176 



made by a trustee maintaining a high school course until such 
course has been fully completed. A transfer carries with it 
the right to free tuition for the child transferred. Applicants 
for transfer may appeal from the trustee to the county super- 
intendent whose decision is final. It is the duty of the trustee 
to furnish the necessary school books for children who are 
unable to buy them, so they may attend the common schools. 

Each year the trustee, between the tenth day of April and 
the thirtieth day of the same month, takes or causes to be 
taken an enumeration of all the unmarried persons between 
the ages of six and twenty-one years, resident within his town- 
ship, giving the date and place of birth, and the age of each 
person enumerated. The first of May the enumeration is re- 
ported to the county superintendent for his future use. The 
first Monday in August each year a financial and statistical 
report, showing the receipts and expenditures of school funds 
for the year preceding and giving full information in reference 
to the school affairs of the township, is made to the superin- 
tendent. 

It is the duty of the trustee to provide a course of study 
and rules and regulations for the use of the teachers and pupils 
in the schools in his township, if such provision has not been 
made by the County Board of Education. He meets with the 
other trustees of tlie county, on the first Monday in June in 
the third year of his term, to elect a county superintendent ; he 
causes the teachers of the township to meet in institute at least 
one Saturday in each month while schools are in session, and 
presides over them, or appoints some one else to do so; he 
orders, through the county superintendent, such common school 
text-books as may be needed in the schools of the township, 
and makes quarterly settlement with the superintendent for 
such books ; he employs teachers and appoints substitutes to fill 
the places of teachers unavoidably absent, or absent with his 
permission ; he closes schools for a part of the term when sick- 
ness in the community or other reasons he may deem proper 
seem to make it best to do so ; he may suspend or expel a pupil 
from school ; he receives and conveys school lands and houses, 
has charge of all school property, and decides for what purposes 
such property may be used. 

The trustee appoints school directors on failure of voters 
to elect them on the first Saturday in October of each year. The 

177 



director presides at school meetings and makes a record of 
the same. Under direction of the trustee, he has general charge 
of the school property in his district; and he may visit and 
inspect the school from time to time, and when necessary may 
exclude refractory pupils. In cases of exclusion an appeal may 
be taken to the township trustee whose decision is final. 

The trustee meets with the township advisory board on 
the first Tuesday after the first Monday of each year and pre- 
sents an "annual and complete report of all the receipts and 
expenditures of his office for the preceding calendar year, with 
the balances to the credit of each fund under his charge." The 
law says : "Each item of expenditure shall be accompanied by 
the verified receipt of the per.son to whom the sum evidenced 
thereby has been paid, stating particularly for what article or 
service the i>ayment has been made ; that the sum receipted for 
is the exact sum received, and that no jiart thereof has been 
retained l)y or returned to, or has been agreed, directly or indi- 
rectly, to be returned to, the Trustee or to any other person." 
Good people sometimes find fault with a trustee for asking 
them to sign such a receipt for a small amount of money justly 
due them, but all should remember that it is the laiv and not 
the trustee that makes such a receipt. The trustee must pre- 
pare and j)ulilish an estimate of the taxes he wants to levy 
and the amounts wanted for the tuition and special school 
funds during the next calendar year and submit such estimates 
to the advisory board at its annual September meeting. 

The advisory board is composed of three resident freehold- 
ers and <|aulific(l voters of the township, elected by the jieople 
for a term of four years. The may be called together at any 
time, but must meet in January to receive the trustees annual 
report, and on the first Tuesday of September to consider the 
estimates of townshi]) expenditures as furnished by the trustee 
for the ensuing year, which estimate it may accept or reject 
in ]iart or in whole. The meetings are open to taxpayers who 
may !)(' heard by the board as to the advisability of ajjjjroving 
any estimates of expenditures or jiroposed levy of taxes under 
consideration. The people have taken pride in placing many 
reliable and useful citizens on these boards. The remuneration 
is but five dollars a year, so that good service is a fine indication 
of a i)ul)li(-spirited citizen. 

Towns and cities were not organized as school corporations 

178 



uutil 18(0. The writer is indebted to Superiuteiideut Cotton's 
"Ediuation in Indiana" for tlie following: 

"Members of school boards are elected for a term of three 
years and onlv one new lueniber is elected each year. . No quali- 
fications are specified by law, but the people usually select men 
of intelligence and culture for members of these boards. 

"The school boards have charge of the schools in their re- 
spective corporations. They employ the superintendent, who 
is directed by them to nominate teachers, whom they employ 
and pay. The school boards, of course, have under their charge 
the building and protection of the school buildings. They have 
authority to buy and sell school property, erect buildings, 
establish libraries, and to do anything that will promote the 
best interests of the schools so long as the school funds of the 
■town or city permit." 

The members of a town school board are elected by the 
town council, one each year, at the first regular meeting of 
the council held in June. Annually, some time within five 
days after August first, the members of a school board must 
meet and organize by electing one of their number president, 
one secretary, and the other treasurer. The tax levy of 
the school board is a])proved by the town council, and the 
treasurer of the board nmkes his annual report to the county 
commissionei's. The laws regulating the school duties of town- 
ship trustees also regulate the duties of town school boards, so 
far as they are applicable to town schools. The members of a 
town school board, with the approval of the town council, 
select the site for school buildings and contrac t for and oversee 
their erection. They elect, contract with, and pay the super- 
intendent, or principal, and teachers; thej- adopt rules and 
regulations for the government of and approve courses of study 
for their schools; they consider and act upon such questions 
and suggestions as may be placed before them by the superin- 
tendent, or principal, if no superintendent is employed, and 
require such reports as they deem jiroper from superintendent, 
princijial, or teachers. They purchase school furniture, appa- 
ratus and appliances; they hire the janitor, and otherwise look 
after the physical comfort of the members of their schools. 
They take action in such controversies as may arise between 
teacher and superintendent, or principal, if no superintendent 
is employed, and upon properly presented complaints of pa- 
trons. School boards establish high schools and may establish 
kindergarten schools in towns, and manual training, night and 
kindergarten schools in cities. 

179 



CHAPTER VII. 



THE COUNTY SUPERINTENDENT AND COUNTY BOARD OF EDUCATION. 

The law of 1852 authorized the State Superintendent of 
Public Instruction to license teachers and gave him the author- 
ity to appoint a deputy in each county to hold examinations 
and otherwise assist him in organizing the schools of the 
county. This proving unsatisfactory, a year later the county 
commissioners were authorized to annually appoint three 
county examiners to license teachers and aid in school organ- 
ization. In 1861 a change was made to one examiner to serve 
three years. In response to the growing demand for better 
organization and closer county supervision, in 1873 a law was 
passed directing the township trustees throughout the State 
"to meet in the county auditor's office in their respective coun- 
ties on the first Mondaj' in June, and biennially thereafter, and 
elect a county superintendent of schools." "Since 1873," says 
Superintendent Cotton, "supervision for the rural schools has 
meant something in Indiana. The rural schools have been 
graded, the standard of efficiency has been constantly raised, 
and through the good worlc of the county superintendent the 
children are receiving advantages equal to those of the towns 
and cities." 

The county sujjerintendcnt is now elected for a term of 
four years, and he is eligible for re-election during good be- 
havior. His salary is four and one-half dollars for each day's 
.tiorvice and the county provides him with an office, postage and 
stationery. The expense in<'urred in visiting schools, and at- 
tending towTisliip institutes, coninion and high school com- 
mencements, superintendents' and teachers' associations, con- 
sultations called by the State Superintendent, and numerous 
incidental expenses, must all be paid out of his salarj-. 

"The county superintendent shall at all times carry out the 

180 



orders and instructions of the State Board of Education and 
the State Superintendent of Public lustruction, and shall con- 
stitute the medium between such State Superintendent and 
subordinate school officers and the schools." This extract from 
the law indicates the central thought of the duties of the 
county superintendent. He is not only the medium between 
the State Superintendent and subordinate school officers and 
schools, but he is the medium, the one who serves between, in 
many important school matters; he is the joiner of the impor- 
tant parts of that wonderful intellectual palace, the Indiana 
school system. 

In the month of Ma^" the county superintendent prepares 
two complete reijorts of the entire enumeration of the county, 
one to go to the State Superintendent as a basis for the distri- 
bution of the common school funds, and one for the county 
auditor as a basis for the distribution of the congressional 
township, liquor license, and dog funds. In August the county 
superintendent must prepare a financial and statistical report 
to the State Superintendent, which must show the receipts and 
expenditures for school purposes of each and all of the towns 
and townships in the county in the last preceding year, to- 
gether with the sources from which all funds were received and 
for what expended. This report must also show, by towns and 
townships, separately and collectively, for the same year, the 
number of pupils enrolled in the schools and the average daily 
attendance; the number of teachers employed and their daily 
average, and total salaries; the number of graded and high 
schools; the number of common and high school graduates; 
the number of high school teachers and high schools, commis- 
sioned and non-commissioned ; the value of schoolhouses, lands, 
apparatus, libraries and furnitiire; the number of books in 
school libraries ; the length of school terms and the average cost 
for the high school pupils; the number of polls and the valua- 
tion of all taxable property; the different rates of school tax 
levies and the amount of tax collected for each fund: the num- 
ber of township institutes held and the cost of the same; the 
amount paid trustees for attending to educational aliaii's; the 
number of books I'ead by the pupils of the schools; the :^.mount 
J aid for transfers, and any additional matters the State Super- 
intendent may ask for. 

In June the county superintendent prepares and records 

181 



estimates of all the commou school books that will be needed 
in the schools of the county for the next year, and forwards 
such estimates to the State Superintendent for him to approve 
and forward to the publishers ; and once in every three months 
he must make a complete record of all books received and sold, 




the amount received for the same and the number remaining 
on hands, and make reports to and settlements with the various 
publishers. In June a report showing the number of applicants 
for teachers' license, the number and kinds of licenses issued, 
and to whom issued, during the last preceding year, is made to 

182 



the State Superintendent. Tlie county superintendent has the 
authority to examine the records of the county clerk, auditor 
and commissioners; and of prosecuting attorneys, justices of 
the peace, and town and township trustees, to see that there is 
no misapplication of school funds, and to properly adjust all 
matters pertaining to such funds. 

It has already been seen that the county superintendent 
should be a good accountant. He should possess legislative 
ability. He must establish rules and regulations for the use 
of the school authorities, teachers, and pupils of the county in 
many important matters ; must arrange courses of study if not 
provided by trustees, and must preside over the deliberations 
of the County Board of Education. 

"In all controversies of a general nature arising under the 
school law, the decision of the county superintendent shall 
first be obtained ; and on local questions relating to the legality 
of school meetings, establishment of schools, and the location, 
building, repair or removal of schoolhouses, or transfers and 
resignation and dismissal of teachers," says the law, his de- 
cision shall be tlnal ; in other matters an appeal may be taken 
to the State Superintendent. So the county superintendent 
must also act judicially, settling controversies between patrons 
and teachers, teachers and pupils, trustees and patrons, trus- 
tees and teachers, trustees and county dflhers. trustees and 
trustees, and teachers and teachers. 

The executive duties of the county superintendent are of 
great importance. He protects the interests of the children in 
his county by seeing that no unqualified and no immoral person 
becomes their teacher, that no improper books are placed in 
school libraries, and that the school premises are in a proper 
condition for their comfort, if the school trustees should neg- 
lect this duty. He visits the schools, encouraging the pupils 
and counseling with the teachers. He provides examinations 
for the pupils during the school term, and at the close of 
school provides an examination for the pupils of the eighth 
grade, grades their manuscripts, and promotes them to the 
high school. He attends the common school commencements 
and presents the diplomas. He provides examinations for non- 
commissioned high schools and attends as many high school 
commencements as possible. 

The county superintendent grades the success of the teach- 

183 



ers of the rural schools and keeps a record of the grades of 
success of all the teachers of his county. He holds an exam- 
ination for applicants for teachers' license on the last Saturday 
in January, February, March, April, May, June, July and 
August of each year. He grades the manuscripts of applicants, 
makes a record of the grades made, and issues licenses to all 
applicants entitled to them. "For incompetence, immorality, 
cruelty or general neglect of duty on the part of the teacher," 
he may revoke licenses granted by his predecessor, himself, or 
the State Superintendent. He employs the instructors and com- 
pletes all arrangements for the annual county institute re- 
quired by law, and attends township institutes and county 
associations. He assists school trustees in procuring and locat- 
ing teachers when requested to do so. At such times as he 
may deem projjor he issues bulletins or circulars to school ofS- 
cers, patrons, pupils, or teachers, setting forth ideas that he 
believes will iniiirove school conditions. 

The County Board of Education was created by a law passed 
in 1806. It is cumjiosed of the township trustees and the pres- 
idents of the town school boards. The law directs that it shall 
meet on the first day of May and September in each year, but 
•it may be called together at other times by the president. Th's 
•council of education is presided over by the county superin- 
itendent whose duty it is to place before the board important 
suggestions, the adoption of which may effect the general edu- 
cational welfare of the county. This board has power to adopt 
rules and regulations for the government of pupils and teach- 
ers, to adoi)t a uniform course of study for common and non- 
commissioned high schools, to adopt regulations for common 
school and noncommissioned high school commencements, to 
adopt supplementary work for schools, to provide for the pub- 
lication of educational information deemed beneficial, to adopt 
uniform high school text-books and provide such other general 
regulations as are not established by statutory law. It is the 
duty of this board to meet on the first Monday in May of each 
year and appoint a truant officer to serve the ensuing year. 

The law makes it the duty of the county superintendent and 
all other members of the board to carry out the rules and regu- 
lations adopted by the board, and teachers and pupils are re- 
quired to do so. The woi'k of this board has a great influence 
on the educational afiairs of the county, especially in develop- 
ing a proper school spirit. 

184 



CHAPTER VIII. 



THE STATE SUPEKINTENDENT AND STATE BOAKD OF EDUCATION. 



The oflSee of State Superintendent of Public Instruction 
was created br the State Constitution that went into effect 
on November 1, 1S51. The first State Superintendent elected 
was William Clark Larrabee who took his seat November 8, 
1852, and at once began the organization of Indiana's present 
school system. The law authorized him to appoint a deputy in 
each county in the State to examine teachers and give him such 
other assistance as he desired. Through his deputies he soon 
came in touch with all parts of the State and did a great work 
in awakening an interest in public education. When he began 
his work there were seventy-five thousand men and women in 
Indiana who could neither read nor write, and as many 
more children who had never been in a school of any kind. 
His greatest difficulty was to get the people in the notion of 
building suitable schoolhouses. He was succeeded by Caleb 
Mills, one of the ablest school men of the times. Mr. Mills' 
successors were John Clark Larrabee, Samuel Lyman Kugg, 
Miles Johnson Fletcher, Samuel Kleinfelder Hoshour, George 
Washington Hoss, Barnabas Coffin Hobbs, Milton Bledsoe Hop- 
kins, Alexander Campbell Hopkins, James Henry Smart, John 
McKnight Bloss, John Walker Holcomb, Harvey Marion La- 
follette and Hervey Daniel Vories. David M. Geeting, who 
served from March 15, 1895, to March 15, 1899, proved himself 
to be a great friend of the country school boys and girls by 
securing the passage of the township high school law. He aided 
in the passage of the compulsory education law and recom- 
mended the law providing for State examination of common 
school teachers. He will be remembered as an advocate of the 
best interests of the country schools. Realizing the need of 
better schoolhouses, Frank L. Jones, who served from March 

185 



15. 1899, to Mairh 15, 1903, labored to seciu-e better school 
architect iiip. better sanitary conditions in connection with 
school buildings, and more attractive school decoration. He 
strongly advocated rural school consolidation, and secured the 
passage of the teachers' minimum wage law. Fassett A. Cot- 
ton, the present State Superintendent, entered office March 15, 
1903. Having tilled the positions of country teacher, town 
teacher, town superintendent, county superintendent, and as- 
sistant State superintendent previous to his election, he came 
into the office with an experience that is making his work thor- 
oughly practical and very beneficial to the public schools. He 
is the possessor of almost tireless industry and is a ceaseless 
woi'ker. Without neglecting his many other important duties, 
he took a leading part in the organization of Indiana's great 
educational exhibit at the St. Louis Exposition. Monthly bul- 
letins of his excellent and practical ideas in reference to school 
matters are sent to all of the county superintendents in the 
Stale, and by them forwarded to the teachers, so it can be 
truthfully said that he is in direct touch with every teacher in 
the State. He will, i)erhaps, be the longest remembered for 
his advocacy of the interests of the pupils in the country 
schools. He says he "believes that equal privileges ought to 
be secured to the children of country and town. The boys and 
girls i>n the farm have a right to the best there is in education." 
The Slate Superinleiulent is eleclcd by the people for a 
term of I wo years. There is no limit to the number of terms 
he may be clccteil. His salary is |;!.(l(IO.(IO a yiav. He has three 
deputies with salaries of |1,50().0(», |1,1M)0.00, and 1750.00. He 
occupies \v('ll-fui-!iislic(l and commodious offices in the State 
House at Indianapolis, and his traveling and office expenses 
are paid by the State. The following (juotations are taken from 
Suiieriutendent Cotton's statement of the duties of a State 
SujK rinleiident : "lie has charge of the system of jjublic in- 
slrnrlion and a genci-al superintendence of the business relat- 
ing to the common schools of the State and of the school funds 
and school revenues set apart and apportioned for their sup- 
port. At the re(piest of scliot)! officials it is his duty to render, 
ill wriling. opinions toiiiliiiig all phases of administration or 
conslrndiou of school laws. 

"He visits each county in the State at least once during his 
t<M-iii of office, and exaiiiines books and records relative to the 

186 



school funds and revenues. He meets with teachers and officers 
in various parts of the State, counsels with them and lectures 
upon topics calculated to subserve the interests of popular 
education. 

Each year the General Assembly' is not in session he reports, 
in January, to the Governor, the enumeration of children, the 
additions to the permanent school fund and amount of school 
revenue collected during the year, and the amount of money 
distributed to the scliools of the State. 

"Each year the General Assembly is in regular session, on 
the 15th of January, he presents to that body a printed bien- 
nial report of his administration, which shows: The results of 
his labor, experience and observation while in ofQce, and sug- 
gestions of remedies for imperfections; the amount of perma- 
nent school funds and how invested; the revenue derived there- 
from and the value of all other school property; plans for bet- 
tering the organization of schools- and better management of 
school funds; comparison of results of last year's administra- 
tion as compared with tlie year or years jtreceding; statistical 
tables showing the condition of school affairs tlirougiiout the 
State, and such other nmtters as he deems of suHlciont im- 
portance to be placed in his report." 

In compliance with a resolution passed at tlie county super- 
intendents' State association in June, 18114, he prepares the 
State course of study. He prepares township institute out- 
lines. Arbor and Bird Day programs, teachers' schedules of 
success and forms of contracts, and enforces the teachers' min- 
imum wage law. He grades teachers' manuscripts received 
from every county in the State, and issues license good any- 
where in the State. By right of his oflfice, he is a member of 
the State Reading Circle Board, the Board of Trustees of the 
State Xormal Scliool, and is the president of the State Board 
of Education. 

The State Board of Education is the grand educational 
council of Indiana and is far reaching in its influence upon our 
school s^'stem. It was created in 1852 and was then composed 
exclusively of State ofBcers. Various changes have been made 
in the law, and as it now stands this board is composed of the 
State Superintendent, the Governor, the pi'esidents of Purdue 
and Indiana universities and the State Normal School, the 
superintendents of the schools of the three largest cities in the 

187 



state, and three other iieisous appointed by the Governor, all 
of whom shall be engaged in educational work, and one at least 
of whom shall be a county superintendent. 

This board prepares the questions and rules and regula- 
tions for all teachers' examinations, and examines and grades 




KASSETT A. COTTON 
iTATE Sl'PERINTENDKNT 1;I03-190- 



(hf manuscripts of all applicants for professional and life State 
licenses. It selects and adopts for periods of fiv? years the 
text-books used in the common schools of the State, and con- 
tracts with the publishers to supply the books to the various 
schools of the State througli the county superintendents. It 

188 



establishes the conditions on whit-h commissions are issued to 
high sfhools, and directs the issuing of the same when the 
requirements have been met. Bpfore a school can obtain a 
commission it must establish a course of study long enough, 
strong enough, and thorough enough to properly prepare its 
students for admission into the freshman (first) class in the 
higher institutions of learning. The standard fixed is aimed to 
meet the i-equirements of Indiana and Purdue iiniversities 
and is accepted by other colleges in the State. A diploma from 
a commissioned high school does not admit the holder into the 
Indiana University without examination. It is a certificate of 
the tcork done that admits the student to the freshman year 
if that work meets the university's requirements in high school 
work. The principal requirements for securing a commission 
are the adoption by the school board or trustee of a course of 
study which includes "three yeai-s of language, three years of 
history, three years of mathematics, two years of science, four 
years of English, and electives to complete a course of four 
years of not less than eight months each," and the giving of 
the whole time of at least two teachei's to high school work, 
one of whom ''must be a college graduate." When these condi- 
tions have been established the State Superintendent is re- 
quested to present the school's application for a commission 
to the State board. After due consideration of the application 
a member of the board visits the school and inspects its phys- 
ical conditions, library, apparatus, enrollment and course of 
study; inquiries into the educational qualifli ations of the teach- 
ers and the work each one is doing, and ascertains the condition 
of such other affairs as may be of value in considering the 
question of granting a commission. If the report of the mem- 
ber of the board that inspects the school is favorable the board 
authorizes the State Superintendent to issue to the superin- 
tendent of the school a commission which authorizes the latter 
to ''certify" the graduates of the school to the State and other 
colleges. The State Board of Education does not require that 
the course suggested by them must be the 07ily course main- 
tained by a commissioned school, but simply requires that the 
course outlined by the board, or its equivalent, must be main- 
tained as a standard of admission to the freshman year in 
higher institutions of learning. Commissioned high schools 
may grant diplomas for other full four years' courses of high 
school work. 

18<) 



CHAITKK IX. 



THE TRUANT OFFICE!!. 



The position of the State is that the purpose of an education 
is to make manly men and womanly women out of the boys and 
girls — to lead them to be good citizens of their State and coun- 
try. For this the State requires a part of the taxes paid in 
the richer counties to be distributed in the poorer counties ; for 
this the man without children is asked to pay that the children 
of his neighbors may be educated to be good citizens and have 
a j)roj)er regard for the rights of property and life. '"Ignor- 
ance," says Superintendent Cotton, "is the ally of crime and 
poverty, and jails and almshouses and sorrow and death follow 
in their wake. Illiteracy has no rights. Truancy is the pri- 
mary school of crime. This is the substance of the testimony 
of the judges of many courts. Most of the cases of juvenile 
delinciuency begin with truancy." Nearly thirty per cent, of 
the criminals in the State Prison at Jetfersonville in 1895 
could neither read nor write. Next to ignorance, idleness is 
the greatest producer of crime. The truant is usually an idler. 
The State felt that every effort sliould be made to prevent 
crime and the result was the passage of a law creating an 
officer whose duty it is to go forth armed with the power of the 
State — the big stick — to bring the truant into school, where his 
idleness may be changed to a jireparation for the life of a use- 
ful and intelligent citizen. The important ])arts of the com- 
pulsory education law are as follows: 

"Every parent, guardian or other person in the State of 
Indiana having control or charge of any child or children 
between the ages of seven (7) and fourteen (14) years, inclu- 
sive, shall be recjuired to send such child or children to a public, 
private or parochial school or to two or all (more) of these 
scliools each year, for a term or period not less than that of 

190 



the public schools of the school corporation where the child or 
children reside: Provided, further, That no child in good 
mental and physical condition shall for anj cause, any rule or 
law to the contrary be precluded fi'om attending school when 
such school is in session. 

"The County Board of Education of each county shall con- 
stitute a Board of Truancy, whose duty it shall be to appoint 
on the first Monday in May of each year one truant officer in 
each county. The truant otlicer shall see that the provisions of 
this act are complied with, and when from personal knowledge 
or by report or complaint from any resident or teacher of the 
township under his supervision he believes that any child 
subject to the provisions of this act is habitually tardy or 
absent from school he shall immediately give written notice 
to the parents, guardian or custodian of such child that the 
attendance of such child at school is reipiii-cd, and if within 
five (5; days such parent, guardian or custodian of said child 
does not comply with the provisions of this section, then 
such truant officer shall make complaint against such pa- 
rent, guardian or custodian of such child in any court of rec- 
ord for violation of the provisions of this act: Provided, 
That only one notice shall be required for any child in any one 
year. Any such parent, guardian or custodian of child who 
shall violate the provisions of this act shall be adjudged guilty 
of a misdemeanor and upon conviction thereof shall be fined 
in any sum not less than five dollars ($5.00) nor more than 
twenty-five dollars ($25.00), to which may be added, in tlie 
discretion of the court, imprisonment in the county jail not 
less than two nor more than ninety days.'' Each truant officer 
reports to the Board of Slate Ti-uamy and tiic county and 
State superintendents. 

"Counting the day a child is one year old as its first birthday, 
it is not subject to this law after its fourteenth birthday. The 
law provides that if any parent, guardian or custodian of a 
child or children is too poor to furnish such child or children 
with the necessary books and clothing to attend school, then the 
school trustee or School Board must furnish temporary aid un- 
til the next regular meeting of the county commissioners, who 
shall make such provisions for such child or children as will en- 
able them to continue in school. On the first day of school it is 
the duty of trustees and school boards to furnish the truant 

191 



ofiBcer with the names of the children of compulsory age who 
are enumerated on the regular enumeration lists." 

The truant oflficer receives two dollars per day for his serv- 
ices. The first law was passed in 1897, and the first truant ofiB- 
cer in Benton county was Capt. Warren B. Sheetz. His suc- 
cessors have been John Seymour, Joel F. White, J. Lee Martin 
and Philip Fisher. In the school year of 1903-1904, 22,597 
children were brought into the schools of Indiana by truant 
officers, at a cost of about ninety-nine cents for each pupil 
brought in ; the sum of ,|17,S36.50 was expended in aiding poor 
children — $2.28 for each child so aided. 



192 



CHAPTER X. 



THE TEACHER. SUPERIXTENDEXT AND PRINCU'AI.. 



The teacher must be a jjei'son of good moral character. He 
must have a license issued hx the 8tate or county superintend- 
ent before he can legally contract with a trustee for a position 
in the schools. Licenses are of several kinds. Primary, com- 
mou school and high school licenses are issued by both the 
county and State superintendents. A sixty months' license is 
issued by the State Superintendent, and eight-year (profes- 
sional) and life State licenses are issued by the State Board 
of Education. A diploma granted by the State Normal School 
is equivalent to a life license. The primary, common school 
and high school licenses are issued for periods of six. twelve, 
twenty-four and thirty-six months, ^^■hen au applicant makes 
an average of 80, not falling below 70 in any one subject, he 
may be gTanted a six months' or trial license. A twelve 
months' license is granted on an average of 85, not falling 
below 75 in any one subject or in success; twenty-four months', 
average !MI, not falling below 80 in any subject or in success, 
and thirty-six months', average 95, not falling below 85 in any 
subject or in success. The minimums and avei-ages given ap- 
ply to all licenses issued for one, two or three years. The suc- 
cess of teachers in the rural schools is graded by the county 
superintendent; that of town teachers by town superintend- 
ents. The success grade of the teacher is based on his natural 
ability, personality, scholarship, professional training, class 
and recitation work, industry, interest, governing ability, neat- 
ness, care of school property, keeping records, reports, co- 
operation with other teachers, the trustee and county super- 
intendent, and lines of library work. The schedule of items 
on which success is graded is prepared by the State Superin- 
tendent. 

193 



All teachers' contracts are on forms prepared by the State 
Superintendent, and are divided into three classes, all con- 
tracts in each class reading alike. One form is for teachers 
in the district schools, another for teachers in schools where a 
principal or superintendent is employed, and a third is for 
principals and superintendents. The Appellate Court of Indi- 
ana has recently decided that a teacher can not collect wages 
from a trustee unless a written contract has been signed by the 
teacher. A teacher may be removed from his position for 
incompetency, cruelty, gross immorality or neglect of busi- 
ness. A teacher has no right to place any reading books but 
those belonging to the Young People's Reading Circle in a 
school library without the consent of the county superintend- 
ent, and must obey his instructions in reference to the course 
of study, making reports and such other reasonable regulations 
as he may establish for the good of the schools. Teachers 
must make all reports asked for by trustees, and twenty-five per 
cent, of their salaries may be withheld until all reports are com- 
pleted at the close of the school year. 

In "Education in Indiana" State Superintendent Cotton 
says: "The teacher is required to enforce in good faith the 
rules and regulations of the county board of education ; to 
exercise care over school property; to use kindly means of 
enforcing obedience. The district teacher is required to at- 
tend township institute one Saturday in each month, and the 
town and city teacher is required to attend such meetings as 
the superintendent shall call. The teacher is expected to make 
his schoolroom as cheerful and attractive as possible. He is 
required to do professional reading and to take at least one 
good school journal. He is expected to take part in the life of 
the community. He is by law required to make reports to 
superintendents, trustees and truant officers." He is expected 
to read the books selected for teachers by the State Reading 
Circle Board, and attend teachers' associations and county 
institutes. The wages of the teacher must not be less than 
the minimum described in the sixth chapter of this book, and 
trustees are subject to a fine of f 100 for attempting to require 
liim to accept a salary less than that prescribed by law. 

The superintendent (or principal if no superintendent is 
employed) of a town or township graded school or graded high 
school is the medium of communication between the county 

194 



superintendent and the teachers in his school. He has charge 
of the school building and I'eports to his school board or trus- 
tee on its condition. He executes the rules and regulations 
adopted by his school board or trustee, and adopts such other 
rules and regulations as he may believe best for his school. 
He sees that the course of study is properly carried out and 
requires the co-ordination of the work of the teachers under 
his supervision. He jirovides examinations, calls meetings of 
his teachers and decides on controversies that arise within his 
school, unless he chooses to refer them to the trustee or school 
board. The refusal of a teacher to obey the instructions of the 
superintendent or principal of the school is "neglect of the busi- 
ness of the school," and may be sufficient cause for the dis- 
missal of the teacher or the revocation of his license. 

The law requires many duties of the teacher and then 
throws around him the strong mantle of its protection. If a 
teacher has been granted a license to teach and has legally con- 
tracted for a school he can only be dismissed for immorality, 
incompetency, cruelty or neglect of business. "An act is con- 
sidered as immoral which is inconsistent with rectitude, con- 
trary to conscience, wicked, unjust, dishonest or vicious." 
Cruelty is the infliction of unnecessary mtntal or physical 
pain, as angrily calling children harsh names or intentionally 
striking them on diseased parts — freshly vaccinated arms, 
sore ears, etc. Incompetency is lack of sufficient knowledge or 
ability to fill the position the teacher has applied for and been 
employed to fill. Neglect of business refers to the many gen- 
eral duties of the teacher. The school rooms and grounds must 
be kept in proper condition, the school opened and closed at 
the proper times, the proper recitations heard, the rules and 
regulations of the county board of education, the trustee or 
school board and the county superintendent carried out, and 
all other general interests of the school cared for, or the teacher 
may be amenable to the complaint of "neglect of the business 
of the school." Though complaints may be made against the 
teacher for any of the causes given, the complaint must be 
sustained by sworn evidence given before the trustee, school 
board or county superintendent before the teacher can be dis- 
missed. The teacher can not be required to close his school 
for any cause or at any time during the term without receiving 
his salary for the time it is closed. He can not collect pay for 

195 



time lost bv his owu acts, but tlie sehoolhouse may be de- 
stroyed 01' the school may be closed on account of sickness, or 
for other reasons, without affecting the continuance of his 
time and salary imless he chooses otherwise. A teacher is en- 
titled to pay for legal holidays, even though he does not teach. 

•'If any parent, guardian or other person, for any cause, 
fancied or real, visit a school with the avowed intention of 
ui)braiding or insulting the teacher in the presence of the 
school, and shall so upbraid or insult the teacher, such person, 
for such conduct, shall be liable to a fine of not more than 
twenty-five dollars." So speaks the law. The school room is 
the "teacher's castle." In it he has about the same protection 
and the same rights of government that each citizen has in his 
own luiiiH'. Whatever punishment a jiarent has a legal right 
to iutlict upon his child the teacher has a lawful right to inflict. 
"In the Hchool. as in the family" says the law, "there exists 
on the i)art of the impils the obligation of obedience to lawful 
commands, subordination, civil de]>ortment, respect for the 
rights (if other ])uj)ils and fidelity to duty." A teacher may 
punish a pupil as a parent may punish a child and "he can not 
be ])rosecuted for assault and battery." 

It is the teacher's duty to place each \m\n\ in his school 
ill tlie classes that he thinks will be the most beneficial to the 
rhild. and to adapt the work of the school as nearly as possi- 
l)le to the State course of study, being sure that the pupil 
understands the work of the vear in hand before he is pro- 
moted to the next. This is the teacher's most difficult task, 
as parent and child often think the latter should be promoted 
when tlie teaciier knows that such promotion would be an 
injury to the jiujiil. 

It is the leat liei's duty to enforce the rules and regulations 
of ilie comity board of education, which are as follows: 

1. Teachers are recpiired to be at their schools in the morn- 
ing in time to have rooms in jirojier condition for the reception 
of pupils, and to remain at the sehoolhouse during the entire 
day. Ill liiwii schools one teacher is reiiuired to remain unless 
a janitor is employed. Teachers shall see that schoolhouses 
and out imiidings are kept in ]noiier condition. 

L'. No teachei- shall, under any circumstances, employ a 
sulisiiiiiic icachei- or leave the school in care of a substitute 
wiliioiil llie trustee's ]i('iiiiission. 

1% 



3. Under the law the teacher has control of the [jupils on 
the road to and from school, and should take cognizance of 
any infraction of the law governing the school. 

4. Teachers are expected to treat their pupils with due 
courtesy and respect under all circumstances. 

0. Teachers, during the term for which they are employed, 
owe it to their schools to give their entire time and attention 
to the work of the school. 

C. No teacher will be allowed pay for teaching on Satur- 
day unless it be the last day of the term. 

7. Teachers will be allowed pay for one day's teaching and 
one townshij) institute for two days' attendance at the county 
association: Proridcd. That no township institute be held the 
month in which the association is held. 

8. Teachers will be allowed pay for two holidays within 
each school year — Thanksgiving and Christmas. 

9. In all cases of disjiute .standard time shall be recognized 
as school time. 

10. Teachers are required to provide themselves with a copy 
of each text book used b^- their various classes. The county 
superintendent is instructed to see that this rule is enforced. 

11. Teachers will be required to furnish all reports asked 
foi- by the county superintendeut. 

12. Teachers should exercise a watchful care over the con- 
duct and habits of pui)ils during the noon and recess inter- 
missions, and especially inust forbid disorder or rude conduct 
in the schoolhouse and on the playgrounds. 

13. Teachers shall require all pupils to spend at least fif- 
teen minutes daily in special drills in writing with pen and 
ink, and shall give personal supervision to the writing exer- 
cises. 

The sum <if §(i,8.'!2,321.70 was paid the teachers of the State 
in T.I04 — an average of f 420.32 for each teacher. The average 
daily wages of teachers in the townships w^as: Males, .f2.57; 
females. |2.37. In towns: Males, $3.45; females, |2.59. In 
cities: Males, |4.52; females, |2.75. Counting 313 days to the 
year, the average was |1.33 a day for each teacher. There 
are at present 16,256 teachers in the schools of the State. "Of 
this number," says a recent report, ''1,278, or about eight per 
cent., are college graduates; 1,321, or a little over eight per 
cent., are graduates of the State Normal School; 1.250, or 

197 



about eight per cent., are graduates of private normal schools ; 
6,427, or about thirty-nine per cent., have studied one or more 
years iu some university, college or normal school ; 3,958, or 
twenty-four per cent., are high school graduates onlj', and 
2,022, or more than twelve per cent., have only a common 
school education."' Of the ninety-two counties in the State 
Benton ranks seventh in the qualifications of her teachers, no 
common school graduate having taught in the county for seven 
years. The average length of time that the teachers in Indiana 
remain in school work is about four years. It will be a proud 
day for Indiana when her people come to feel that a well-quali- 
fied teacher of superior natural ability should receive suflScient 
pay to enable him to give his entire life to the profession. In 
this connection it may be interesting to know that if each town- 
slii[> iu Benton county was now paying the same rate of tuition 
tax that is being paid in the towns of Boswell, Earl Park and 
Fowler the rural teachers could be paid annual salaries as 
follows: Bolivar. 11729.10; Center, $1,441.56; Grant, $800.18 
r.illMia. $()83.65; Hickory Grove, f 669.41 ; Oak Grove, .f 1.524.01 
Parish Grove. $1,097.84; Pine, $513.69; Richland, $1,082.64 
Union, $762.57, and York, $1,003.74. With some of these 
amounts as a salary the teacher could well afford to spend 
each vacation in making a thorough preparation for his work 
during the succeeding year. Excellent results would be sure 
to follow. Though this may seem to be extravagant, it 
might not be improper to I'eiiiember that "money wisely ex- 
jiendcd for schools is an inrcstincnt and yields greater divi- 
dends than that investcil in anything else — dividends in the 
form of increased cai'uing power of the people — dividends in 
gooil liti/.ensliij) — dividends in knowledge, skill, power and 
character." 

The writer is \(ry |irou(l of llie teachers of Benton county. 
Willi rare exceptions they have ever been faithful, zealous, 
loyal and devoted to the great work of their chosen profession; 
a goodly, cultured. ])rogressive and determired companj- in the 
great army of teachers marching to victory over ignorance and 
idleness. 



198 



CHAPTEK XI. 



THE PATRON. 



■'Honor thy father and thy mother, that thy days may be 
long upon the land which the Lord, thy God, giveth thee," was 
the admonition of the Gi'eat Teacher on Sinai. All honor to 
the millions of fathers and mothers who through all the years 
have toiled in forest, field and town to maintain Indiana's 
schools. The prince of wealth in his palace of gold is rarely 
more than a journej' of three generations from the labor of his 
lowliest servant. The fathers and mothers of three genera- 
tions in Indiana have felt that they could leave to their chil- 
dren something more than the wealth that might disappear in 
a night. Though wealth may be useful, every boy and girl can 
be left an inheritance infinitely better — a good education. 

Every patron is an important factor in the school. He 
should never fail to use his influence to secure the selection of 
good school oflBcers and teachers. An expression of interest 
on his part will often lead a trustee to build a more suitable 
schoolhouse, erect neater outbuildings or provide a cloak room, 
a well of pure water, single seats for pupils, a good recita- 
tion seat, extra chairs for visitors, blinds and sash curtains 
for the windows, a good book case, </ood reference books, a 
wash basin, towel, rack and comb, a flag or some pictures to 
make the school room look homelike. And what a difl'ercnce 
a few nice things made. A bright boy had always disliked his 
school. One day curtains were put up, pictures were placed 
upon the walls, a wash bowl and stand were placed in one 
corner, and near by was hung a towel and mirror. "Mamma," 
cried the boy a few evenings later, "I am not going to play 
hookey any more. Our school room is like home now." 

"I am the people's servant," said an honest, conscientious 
trustee to the writer a short time ago, "and if I can find out 

199 



what they want done I intend to do it if I can." The patron 
may not only say what he would like to see done, but he ought 
to give such an officer credit for work well done.. And the 
same may be said about the teacher. The writer has seen 
over a thousand teachers at work in their school rooms and 
feels quite sure there was not to exceed one in every hundred 
of them but what desired to do the best that he or she could 
do for the pupils. An entire term of school may be injured 
by the unfortunate utterance of a jiatron. spoken untliought- 
edly or without proper investigation. A bright boy, the pride 
of his parents, imposed upon a little girl seated near liim and 
was reproved by his teacher. That night he told his mother 
that "the teacher punished liim for whispering to Mary Rouse." 
The mother assured her boy that the teacher had no right to 
do as she had done. This led the boy to become more of- 
fensive to the teacher and his schoolmate, and one day he so 
hurt the little girl that she cried aloud. Tired of his dis- 
•obedience, the teacher whi])ped him, and he went home and told 
his parents that ''the teacher had whipped him hard because 
lie had whispered to Mary Rouse again." The parents became 
indignant, and the father decided to call upon the teacher 
the next morning. School had been called when Mr. Campbell 
arrived, feeling it his duty to reprove the teacher. He had 
never before thought it worth while to seek her acquaintance. 
In answer to his knock the door was quietly opened by the 
teacher who cordially invited him to enter and offered him 
her chair. He realized at once that she was a courteous lady, 
and wisely decided to wait a while and see for himself what 
was going on in the school. One of Mary Rouse's classes was 
called and she started to hand ^Mr. Campbell her book, when, 
emboldened by his father's presence and thinking of avenging 
himself upon the little girl, the boy tlirew out his foot, tripped 
Mary and she fell to the floor. She was not hurt and went 
immediately to the class. As soon as the class was excused 
Mr. Cam])bell arose, went to the teacher and, in a whisper, 
asked, "Do you keep a good whip in your school?" Only the 
kindly look in his eye kept her from fainting as she answered, 
"No!" He quietly left the room, hut soon returned with a 
large, tough and well-trimmed switch. Calling his sou to him 
he whipped him until the teacher begged him to desist. The 
school was saved and so was that boy. In an adjoining county 

200 



a similar circumstance arose. Neither of the parents deigned 
to see the teacher, but both took the boy's part in public and 
private. He continued to give trouble to his teachers for 
two or three years; tlien his family moved to Terre Haute. 
Five years later he took the life of a neighbor while trying to 
rob him in a dark alley. He was tried, convicted and hanged. 
His father spent the savings of a lifetime in trying to rescue 
him from the scaffold, and his mother went to her grave with a 
broken heart, all because they taught their boy to have little 
regard for the laws of the school, and led him to look upon his 
teachers as his enemies. 

The writer has taught the children of many hundred parents 
and has had harsh words with but a single patron ; but, speak- 
ing from the great desire of his heart to do every teacher, 
every patron and every boy and girl all the good he can, he 
would say : "Patrons, be the friends of the men and women 
who live and labor with your children for more than half of 
each year. Be quick to commend and slow to condemn them; 
and if sure the teacher is wrong, tell her so kindly, always re- 
membering she is your children's companion, counselor, guide 
and friend, as well as teacher." 

All taxpaj'ers who are parents, guardians or heads of fam- 
ilies, except married women and minors, are entitled to vote 
in school meetings in the district to which they are attached. 
School meetings may be called at any time by the director or 
any five voters, five days' notice being given by posting in five 
public places in the vicinity. Patrons have the right to peti- 
tion the township trustee for the removal of their schoolhouse 
to a more convenient location, for the erection of a new one 
or the sale of an old one and the lands belonging thereto, 
and upon any other subject connected therewith. Patrons are 
by law entitled to petition against any undesirable teacher, 
but they are not empowered to select teachers. A majority 
of those entitled to vote at school meetings may prevent the 
employment of any teacher whom they do not wish to have em- 
ployed by voting to that effect at any regular meeting. A 
majority of patrons may, by petitioning the township trustee, 
secure the dismissal of the teacher, upon due notice and for 
good cause shown. 

When a pupil is excluded from school by a director, the 
parent, or guardian, or pupil himself may appeal from the 

201 



decision of the director to the trustee, whose decision is tiual. 
Parents, guardians or others are prohibited by law from up- 
braiding a teacher in the presence of the scliool, for any 
cause, fancied or real. When a majority of the persons en- 
titled to vote at school meetings desire that a private school be 
taught in a schoolhouse not occupied by a public school, 
or desire the use of the schoolhouse for other purposes, and 
make application to the trustee, it is the duty of the trustee to 
permit the use of the building for the private school or to 
authorize the director to permit its use for other purposes. 

The remarkable growth of educational interest among the 
patrons and people of Benton county during the last few years 
has attracted widespread attention, and seems to be almost 
universally regarded as unexcelled in any community. While 
calling u])on the i)resident of one of the leading colleges of 
the State the writer was asked, "What is the cause of the great 
awak<'ning in Benton county? Only a few years ago little was 
hoard of your jieople; now, I am told, you are leading all Indi- 
ana in the ])er cent, of high and common school graduates 
that are coming from your schools, and only a few days ago 
I was told by those in charge of the State exhibit that the 
exhibit your county sent to the World's Fair is ecjual, if not 
sui)erior, to that sent from any other county in the State. 
What is doing all of tliis?" 'Tlic ]ieople of Benton county," 
was I lie icjily; ''more Hkiii xi.r Ihoiinund of them attended 
the coiiniK iiccinriits last spring to honor and encourage the 
sixty nine high school and one hundred and thirty-five common 
scIkioI graduates in llic comity." And so it has come to pass 
that two State superintendents and many county superintend- 
ents and other educators desire to extend their congratulations 
through the writer to the people of Benton county; and he 
desires to say to ])atrons and people that their great interest 
in the work of education has done muili to encourage him in 
doing his hinnble part. The kindness and consideration with 
which all liav<' treated him, and the words of encouragement 
that have ct)me to him from the waysides of his fields of labor, 
have cheered him throuj'ii nianv long hours of toil. 



202 



CHAPTER XII. 



THE PUPIL. 



The lawmakers of Indiana have been tliuugiitful of the 
pupil's best interests. They have made laws which say that all 
taxpayers must pay taxes with which school houses must be 
built, furnished and made comfortable; that trustees must 
maintain schools for at least six months during each year and 
employ teachers to teach them ; that teachei-s must possess 
good characters, must be qualified to teach, and must treat all 
pupils with courtesy; that courses of study must be provided, 
and that all rules and regulations for the government of pu- 
pils must be reasonable. There is a law that pupils some 
times forget, and that is that the teacher must protect all of 
his pupils and see that all have equal rights. Then, again, the 
law says that all pupils between the ages of seven and four- 
teen must attend the school that has been provided for them. 

The teachers, trustees, principals, superintendents, the coun- 
ty superintendent, the County Board of Education, the State 
Board of Education or the State Superintendent may make 
rules and regulations for the government of schools, and they 
must be obeyed by the pupils if reasonable. The rules and reg- 
ulations of the County Board of Education for the pupils of 
the schools of Benton county are as follows : 

1. Pupils are expected to be at school at the proper time 
for opening the same in the morning and to attend regularly 
during the entire term. 

2. The law of the school requires on the part of the pupils 
good order, punctuality, promptness, neatness, courtesy toward 
each other and to the teacher. 

3. Pupils are expected to exercise due care in the use of 
school property. 

203 



i. Any \)U]n\ whu shall, ou the school premises, write any 
profane or unchaste language or make or show any obscene 
picture, or cut or niarl^ or otherwise intentionally deface any 
school property, shall he i)unished as the nature of the case 
may demand. 

5. Childi-en that are uot six years old before January 1 
of any year should not enter school before that time. Children 
that are not six years old before a school term closes should 
not attend school at any time during that term. Teachers 
are authorized to send home any child that enters school in 
violation of any part of this rule. 

(5. No roll or medal of honor will be granted to any pupil 
whose deportment falls below eighty -five per cent. Large rolls 
of honor may be granted to pupils of proper deportment that 
are neither tardy nor absent during tiie entire school term : Pro- 
vided. That a trustee or school board may allow five per cent. 
for absence if the cause for such absence be deemed reasonable. 
Small rolls of lionor may be granted to pupils of proper deport- 
ment that are neither tardy nor absent for seventy-five consec- 
utive days: I'mr'ulnl. That no pupil shall receive more than 
one roll of honor in an\ school year. 

7. Eacii applicant for examination for graduation from the 
common school studies should have a certificate fi'om his or 
her teacher stating that the a])](licant has completed the com 
mon school ••Course of Study." A diploma will not be granted 
to any a|i](liian1 whose dejiortnient falls below eighty-five \wv 
cent. 

s. ICaih graduate fi'om the common schools will be r?- 
(piircd to take ]i:ii-l in commencement exercises before receivirg 
a dijilonia. 

!l. Selections icciied liy jiupiis taking j)art in county ora- 
torical ((pulests must be ajiproved by the county superin- 
tendent. 

10. A high school jiujiil failing to make an average (if 
nint'ty per i-eiit. in deportment during any one year should 
not be promoted to the next year's work, and a high school 
pupil failing to make an average of ninety per cent, in deport- 
ment during the last year of the course in his school should 
not be granted a dijdoma. 

11. Each ])U](il of jiroper deportment that is neither tardy 
nor absent more than 2V-; jier cent, of each school year for 
three consecutive years, beginning with 191)5. will receive a 
gold medal. 

204 



I'upils smiietiiiu's tliiuk that the only imipose in going to 
school is to learn all that is in the books they stndy. This is 
a mistake. The boys and girls that learn to be prompt in 
school life are apt to become prompt men and woman. Those 
that try hard to sncceed in their school work are almost cer- 
tain to try hard and to succeed in after life. A careless boy 
becomes a careless man. and a careless girl who will not 
work in school finds few friends when she becomes a woman. 
All must consent to obej- laws when they become men and 
women, so obeying the laws of the school, asking no favoi-s 
that are not gi-anted to others, bearing an honorable part 
bravely and well, and striving for the g'ood of all of the school, 
prepares eacii boy for an honorable and useful manhood and 
each girl for a happy, useful and lovely life. Law and order 
are the regulations of God and man, and the boy or girl, or 
young man or young woman that wishes to overturn either is 
his or her own worst enemj'. They may rcf/rct their mistakes, 
but the world is apt to drive on and ])ay little heed to them 
until the mistakes are remedied. The [iu])il that has learned 
to frankly say : "I have made a iitifitakc. but intend to do all I 
can to remedy it," has won half the battle of life. The ])upil 
should try to remember that going to school is a biisiiitss. 
The man that is prompt and regular in attending to his busi- 
ness succeeds. The farmer that piauis liis corn too late will 
have a pom- crop. The nuirhani that is late at his store and 
shuts up once in a while to go hunting will soon lose his 
trade. The boy that is pronijit and regular at school, tries to 
have good lessons, thinks about everything he is to do before 
he does it, and obeys the rules and regulations of the school, is 
almost sure to have good business ideas in any occupation he 
may choose to follow when he becomes a man. 

Alexander Hamilton is known in history as one of the 
world's gi-eatest financiers. His father was an idle student, 
but his mother was ever a studious girl. Each inherited a for- 
tune, but the father, caring little for business laws or regula- 
tions, lost all of the wealth of both. Little Alexander knew 
that his father had failed and talked to his mother about it. 
She told him of his father's carelessness as a student and as a 
man. Though but eleven years old, the boy exclaimed, "I'll 
remain idle no longer." He then went to his teacher and told 
him of his resolve, and from that time on no lesson was too 

205 



difiBcult for liiiii to get and no task in school too hard for him 
to perform. In three years he was known as the most indus- 
trious and business-like boy on the island which was his home. 
When he was sixteen the richest merchant on the island offered 
him a jtartnership and the entire charge of his great business. 
Alexander declined the otfer. His mother had died, but he 
had worked when not at his studies, and had saved enough 
money to take him to New York, where he entered King's Col- 
lege and became its leading student. While there he joined a 
military company, and, in addition to his other studies, made 
a thorough study of military discipline. He stood like an oak 
in a storm while a hurricane of shot and shell swept over the 
battle field of Long Island, deluging the green hillsides with 
the blood of the American army; and when that army re- 
treated he teas the last man to leave the island. Washington 
once said to him : "I believe you are something more than 
human. You have a streak of light in you that never goes out. 
When T catch a spark of it I am cheered for the rest of the 
day." W'asliington and his brave soldiers freed the country, 
but the young nation would have almost perished if the magic 
hand of Hamilton had not given it credit. He was but thirty- 
three years old when he organized the financial system that 
paid the debts of a struggling nation and made it great. His 
school days governed his entire life. From his teachers he had 
learned that a proper regard for the rights of all, obedience 
to just laws and careful mental discipline insure success in 
every sphere of life. Much of the knowledge obtained from 
books in school is of little use in after years; the habits of 
puncluality. regularity, industry and obedience to law — the 
business habits of the school — formed during the years of 
school life, are sure to exert a great influence upon the pupil's 
success or failure in all the years to come. 

Barnabas C. Hobbs, who was once State Superintendent, 
was born ninety years ago, and loved to tell of many interest- 
ing tilings about his school days. "I once went to a teacher," 
he said, ''who was very corpulent and sedentary in his habits. 
He was extraordinarily faithful in beginning early and 'keep- 
ing' late. School commenced at 7 in summer and 7 :30 in 
winter. Recesses, morning and afternoon, were five minutes 
long, and we had one hour at noon. We were fully ten hours 
in school in summer. We had to sit on backless benches all 

206 



those luii^ (lavs, and we wished — anxiously wished — recess 
or noon or night would come. Hours seemed like ages. But, 
peace to his uiemorv, our teacher would take a nap every day, 
and when these naps came there was relief to the school. We 
enjoyed these genial occasions, and dreaded to see the teacher 
wake up. He was an easy, good-natured teacher. He 
could chew tobacco all day, and he generally kept about one 
jard square on the wall beside him damp. He was very 
accommodating to work my hard 'sums' in long division and to 
rub them out dry so that it was no trouble to copy them. He 
made a rule that whoever came to school first in the morning 
■should take the head of his class all day. I had succeeded a 
few times in getting to scliool first, when the contest became 
spirited. I was there one morning in winter before 5 o'clock, 
■with lunch for breakfast, but found a tall young fellow there 
"before me. I was not more than twelve years old, and never 
tried to be first at that school any more. One of my teachers 
was a lady. Many had doubts about her success. It was not 
•considered jiossible for a woman to govern a school. She had 
read much and could talk well. She had a happy way of 
illustrating prose and poetry by anecdotes of history and biog- 
raphy, and she could tell much about mythology. Lessons of 
poetry in ^lurray's Introduction and English Reader became 
intensely interesting after her stories about Greece and Rome, 
Ajax, Pegasus and Parnassus. She stirred within me a love 
for classic literature, history and art, which has never abated, 
and which has led me to buy many books that would not other- 
wise have been bought. Then there was a bachelor Irishman. 
He was very strong in his partialities and antipathies. When 
he had a favorite he petted and blarnicd him. but when he took 
a dislike to girl or boy, doomsday soon came. He was terrible 
when his wrath was kindled. Another of my teachers was a 
lame man from the East. The clearest recollection I have of 
"him now has reference to the difficult times he had in poising 
fallen chunks on the poker in order to toss them back upon the 
huge fire. When he thought he had them well balanced and 
attempted to send them up they would whirl to one side and 
fall back, producing great merriment among the children, who 
were intently watching these experiments and who would in- 
-stinctively laugh at his failures. On discovering our indiscre- 
tion and impoliteness it was no unusual thing for him to 

207 



whip twelve or twenty of us in rapid succession until his wrath 
was appeased and his honor vindicated. Most of my teachers 
kept in the school room welltrimnied beech or hazel rods, from 
two to six feet in length. Sometimes the teacher would have 
half a dozen in readiness — some well worn and others kept in 
reserve. Teachers were expected to govern on the home plan. 
The Christian people of that day had great faith in the wisdom 
of Solomon, who has left au aphorism for family government: 
"lie that sjiarcth his rod hateth his son.' They believed the 
rod had a twofold virtue. It was not only a terror to evil- 
doers, but was a specific against stupidity and idleness. It was 
used as freely on the boy or girl who failed to recite well as 
on him w Iki was guilty of a misdemeanor. It so happened that 
some exccllciil men and women were brought up under this 
regime, i'.ecch and hazel rods had a wonderfully stirring effect 
on both mind and body." 

There is little need in Benton county for the harsh punish- 
ments described by Mr. Hobbs. Most of the pupils of our 
school are very busy students, and love their work. It is a 
great pleasure 1o visit them each year and look upon their in- 
terested and intelligent faces, to see their industry and earnest- 
ness, to liear the teachers tell of work well done, and to say 
or do something that may be helpful to some one. Nowhere 
can be found Uiree thousand pupils more courteous, zealous, 
faithful and loyal in their work tlian are the industrious boys 
and girls in the schools of Benton county. Year by year they 
all are moving on. each one earnestly striving to surpass the 
good work that has gone before ; a brave, energetic little army, 
each soldier of which is determined to win a wortliy place 
•• in the world's broad field of battle." 



208 



SONG OF BENTON COUNTY. 

Writtt'u for the Boys and Girls of Beuton Coiiutv. 

By L. a. iliKxiGHT. 

I Tune — ''Mari.liing Through Georgia.") 

Cheer our glorious Union and our State, both dear and grand ; 
Love them both we ever will and ever with them stand; 
Sing of our own county now, the faii-est in our land ; — 
Yes. we are proud of old Benton. 

Chorus — Hurrah, hurrah, for Benton we will cheer! 
Hurrah, hurrah, for Benton ever dear, 
A song of tribute we will sing, sing it far -iikI near; 
Yes. we are proud of old Benton. 

Others sing of mountain homes; we love onr lowly plain. 
Meadows green, and waving corn, and fields of golden grain ; 
Flow'ring slopes, — and of them all we'll sing tlie glad refrain, 

Yes. we are jjrond of old Benton. 
CiioRiTS — Hurrah, hurrah, etc. 

Country homes of ]ilenty, and our i-ity homes so fair. 
Church and school our fathers built with honest loving care. 
All shall ring with happy songs of cliildren bright and fair; 

Yes, we are proud of old Benton. 
CiioKfs — lluirali, hniiah. etc. 

Benton's sturdy "Ship of State" has in iier loyal crew 

Twenty hundred gallant boys as bright as ever grew. 

By their sides two thousand girls, all good and brave and true, — 

Yes, we are proud of old Benton. 
Chokis — Hurrah, hurrah, etc. 

Gracious (^Jod of freedom, may the flag our fathers bore 
Wave o'er dear old Benton till the earth shall be no more. 
Help us battle for the Right till Error's reign is o'er, 

And ever bless dear old Benton. 
Chorus — Hurrah, hurrah, etc. 

209 



CHAPTER XIII. 



COMMON SCHOOL GRADUATES. 



It has been impossible to get tlie names of all graduates. 
The names of the first graduates in a number of the townships 
and towns are given in Chapters III and IV. The only other 
names at hand are as follows : 

Class of 1892. — Bolivar: Adelaide Vandervort, Laura H. 
Smith, Lizzie E. Martin, E. P. Rowen. Anna L. Fisher. Center: 
Herbert Wells, Edna Wells, Nellie Ferry, Ora Sicks. Gil- 
boa: L. Emma Little, Lizzie O'Malley. Hiekorr Grove : Maude 
Nesbitt. Parish Grove: Peter McEwan, Ella M- Stewart, 
Mayme A. Tracy, Maggie Tracy, Libbie McKanna. Pine : Cora 
A. Owens. Richland : Anna Bohanan, Mary Gaunt, May 
Crane, Carrie Dehncr. Union: Nellie Gray, Hattie May Rob- 
inson, Mabel Woodburn, Anna Williams, Allen Mead. York: 
Jessie Perkins, May Shonkwiler, Mamie Matkin. Ambia: 
Charles H. Rogers, Florence Rogers. Fowler : Arthur Richey, 
Byron Bosworth, Fred Longwell, Gertrude Pelton, May Bouk, 
Nellie McKinney, Nellie Wiley, Hannah Anderson, Maynard 
Dague, Josie Seney, Delia Snyder, Pearl Richey, C. E. Ander- 
son, Milton Mendenhall, Gertie Hitze, Myrtle Owens, George 
A. Gaylord, Florence Henry, May Sheetz, Odie Warner. Ox- 
ford : Walter Lawson, Wallace Mussion, Bert Buckels, Nettie 
McConnell, John Colborn, Laura Huffman, John Rexroth, 
Ralph McConnell, Anna Warnas, Wilber Reagan, Florence 
Harrison, Lillie Meadors, Ella Carter, Francis McGuire, John 
Titsworth, Will Sleeper, Morton C. Bradley, Ovid Lewark, 
George Colvert, Warren McConnell, Lola Bauman, Joel Wil- 
raoth, Victor McConnell, Maggie Pagett, Charles Dodson, Liz- 
:'.ie Maloney, Alonzo McConnell. 

Class of 1893.— Bolivar: Delia M. Darby, Chandler Walsh, 
!.ucy M. Foster. Gilboa: George Bugbee. Hickory Grove: 

210 












V, 



-VTHiSSBi^TiriEo, V/"" '-'■ 

Of DUtriol NO. . ^ . Tp. ot (^^ftcty^^ 

^iQERTIFISATE ^- OF + Pf(OFlSIE: 




, . :-. - : kC^.''ii.JU/'/,;,.7,-iV..:'. 



Toacher 



THE FIRST Uin.OMA-UNION 



John C. Graves, Emory Foster, Allie Finch. Oak Grove : Ray 
Beed, Ray Gillespie, Eva Little. Parish Grove: Gladys Men- 
efee. Emma B. Owens, Lizzie Fleming, Jennie Stewart. Pine : 
Xora Rodman. Richland : Garland Washburn. Union : Oliver 
T. Xntt. Mary Hnmphreys, Elizabeth Condon. York: Frank 
Wetli. Ambia : Ralph D. Bartlett. Anna Heiner, Belle Foster, 
Maggie Reitz. Jessie Finch. Boswell : Rupert Simpkins, Lloyd 
Christley, John J. Dimmick, Mamie Clancy, Jennie German, 
Warvcu Waldron. Robert Hash. Oxford: Leah Parker, Lewis 
Guthridge, Marshal Griffin, Lola McConnell. Elmer McCon- 
nell, Florence Waldrip. Artie Liebliardt. Frank White, Grace 
Carnahan. 

Class of 1894.— Bolivar: Myrtle Smith. Paul Westfall, 
Lawrence M. Fisher, Josie Abrams, Edith Thompson, Adah 
Hill, Ossie Bartindale, Oscar U. Chenoweth. Nora Adams, 
Rlioda ^r. Darby, Samuel Barnes. Center: Mary Mahoney. 
Grant : Edith Hooker, Carl E. Christley, Sadie Kellar, Dennis 
C. Freeman. Gilboa : May Morelock. Luella O'Malley, Edith 
Bull. Hickory Grove: Ollie Erskine. Blanche Bond. Oak 
Grove: Herbert Pellani. Elbert Lindsey. Clara Durfliuger, 
Edna Scott. Guy Gillespie, Lulu Durttiuger. ^■ivian McConnell, 
Ota Rommel- Parish Giove : (Jcrtie Faurote, Minnie Mount, 
Anna Buckley. >Liry K. Finley. Lizzie Finley. -John McGuire. 
Richland: George Kassabaum. Cnion : Lulu r>avidson. May 
S\\an. Mabelle C. Bruce. Emma Klingert. -Jennie E. Stewart, 
Dennis McCiraw. Ira A. liotteuberg. Marguerite Condon, Homer 
^^'oodburn, <'harl('s Michaels, Will H. Gray. Alphie James, 
Annie Baric. .Moliic Hogan. York: Anna Wetli. Hannah E. 
Gi'aves. Jessie Barr. Laura Smith, Frank Nesbitt, Jennie Wetli, 
Lillie McDaniel, Carrie Perkins, Clara Harris. Carrie Conner, 
Cariie Atkins. Mamie Brown. Emma Booty. Mabel Cobleigh. 
Ambia: William Mcnefce. Duane Gilkey. Hugh Brown, Zebbie 
JIalo, .Mary Heinen. lioswdl: Bude Lnnili. W'Ul Palmer, Syl- 
via Freeman, John ^^'. Regan. Maggie ^IcKnight, Carrie Am- 
bler, Beatrice Bradley, Ollie McKnight. Earl Park : Norris 
E. :McI>onald, Telva Gaunt, Ada Tan Scoyoc, Clyde Stickler, 
Lottie I- Sannes. Oxford : Mary Dickens, Evan Pierce, Harry 
Darnell, Inez McConnell, Dell J. Constant, Lottie McConnell, 
Rosa ^^'hite, ^A'illiam Pagett, Arthur Charlesworth, James E. 
Bryant. Eva Claire Janes. .Jessie Lank. Dorrell Bauman, Edith 
Beel. Ralph E. Jennings. Edith Stanley, .Joseph I'agett, Anna 
SlallVinl. 

212 



Class of 1895.— Bolivar : Cute Griffin, Bert Edwards, Ma- 
mie Morgan, Sattie Darby, Charles Cunningham, Alva Collyer, 
Charles Abrams, Myra Daugherty, John Opp, Earl Bartiudale, 
Lon Griffin, Samuel J. Whitmore. Arthur J. Ambler. Center: 
Frank E. Shaekleton. Walter Edmonds, Sadie Loekhart, Lilly 
Gw'illiams, Loy ^yattles, Wilbur Cox. Bert Harrington, Lucy 
Birch, Will Mahoney, Jennie Lockhart. Grant : Kate Shipps, 
Nora Yolz, Charles Smith. Gilboa : Josie Bull, Bert Grenard, 
Delia Parks, Maggie Foster, Alice Osborne. Hickory Grove: 
Peter Metzinger, Dale Finch, Ida Foster, Jennie Begley. Oak 
Grove: Clyde Hurt. Parish Grove: Eliza O. Finnigan, Han- 
nah Grogan, Laura McKanna, George Fleming- Eichlaud: 
Blanche Robertson, Mary Carton. Union: Lola Waller, Ma- 
mie Stewart, Maud Waller, ^Maggie C. Baruette, Rose Robert- 
son, Samuel Stewart, Bertha Michael, George Gray, Allen Ha- 
genbuch, Clittord ^^'alters, Grace Timmons. Agnes Hogan, Tina 
Ferguson, ^lary G. Ferguson, Marion B. Ferguson, Anna Ho- 
gan, Fred Davidson, \Mlliani Xagle, Charley Budreau, Walter 
Budreau, Mason ^^'aller, David C. Condon. York: Arthur 
Yates, Jessie Fishell, Anna Shoukwiler, George Shonkwiler, 
Katie Brown, May Yates, Mary Childress, James Wright, Eva 
Wetli, Myrtle Slioef, Earl Atkins, Luella Keslcer, Lizzie Kirsch. 
Anibia : Honora Bradley, Beatrice Ross, Henry Heinen, Harry 
W. Menefee, Grace L. Finch, Laura B. Meuefee, Minnie Poehls, 
Carrie Tuggle, Nellie Parker, Lewis I'oehls. Boswell : Kimber 
Dimmick, Ernest Hurst, John Dungan, Addison Dimmick, 
Adda Blasdcl, Oran O. Dungan, John Nern, Ralith Bradley, 
Bert Gtruian, Elwood Stump. Earl Park: Mamie .Vvery, Su- 
sie Menefee, Thomas Murphy, Eva Hook, Earl Tinsman, Ethel 
Chiltz, George Huffman. Fowler: Mary Barnai-d, Mary Rob- 
inson, Daisy Anderson, Clodia Johnson, Mattie Lague, Bertha 
Bolder, Cora Ford, Rosa ^^■ind!er, Nellie Morlatt, Maggie Hol- 
nuin, Charles H. Hultz, Fred Clayton, George Case, Leon Hamp- 
ton, Bernie Walker, John Moline, Vera Shankland. Oxford : 
Kate Harrison, Florence Looney, Vance Griffin, Ben Hawkins, 
Sterling Cooper, Charles Smith, Frank Lawson, Will Scott, 
George Birch, Myrtle Van Horn, Lucille Pagett, Blanche Wat- 
tles, Blanche Emmerson, Carl Blind, Ray McConnell, Teresa 
Kelley, Maggie Kelley, Pearl Stafford, Maggie Littler, Leota 
Colvert, Madge Ladd, Rupert Debra, Nellie Rommell, Ruth 
Pickering, Edith Bauman. 

213 



Class of 1896. — Bolivar : AletLa Case, Lena A. Sutton, Ruby 
E. Smith, Ross Edwards, William H. H. Moore, Altha T. Cook, 
Bertha H. Baker, Willie Harrington. Center: Ethel Albaugh, 
Alta M. Harrington, Rose Harrington, Anna Johnson, Carol 
Lenox, Albert Pernow, Ralph Smith, Daisy Farr, Melvin Cox, 
Clarence Cox. Grant: Sally Lamb, Carl Lamb. Gilboa: Ella 
Capes, John W. Johnson, Lewis O'Conner- Hickory Grove: 
Gertie Metzinger. Oak Grove : Richard Reed, Bertha Howarth, 
Luther Greenwood, Walter Greenwood, Fredie Howarth. Pine : 
Bertha Minturn. Richland : Ella Dehner, Roy Goold, Jay 
Goold. Union : Ida Roberts, Mattie Waller, Helen W. Rowe, 
Hartley Rowe, Mable Rowe, Guy Gratner, George Thompson, 
Clem E. Tyler, Fenno K. Swan, Albert E. Gray, James Bruce, 
Mayme Condon, Albert Mourer, Ruth Rice, Amos E. Hagen- 
buch, Harry E. Bottcnberg. Ambia : Alice Goodpaster, Emma 
Brown, Welton Gilkey, Clara Abel, Jessie Foster, Otis Murphy. 
Boswell : Ella Noll, Edith Smith, Alice Lowry, Mary E. Hart. 
Earl Park : Abbie Gray, Samuel Avery- Fowler : Sarah O. 
Jone.s, Walter Lowman, Dora Smith, Blanche Gallaway, Addie 
Foster, Fay Rubiiisdu. Oxford: Luella Moore, Earl W. Thom- 
as, Charles Dudding, Frances E. Deeds. Robert B. Lawson, 
Emnii'i McCoiiuell, (ieorge E. ^\■aldrip, Zimri N. Titsworth, 
Harry J. Lawson, Frank Freeman, Fred Parker, Lucy Janes, 
Nellie J. Bell, Erwin Ross, Charles J. McGuire, Warren L. 
Colvert, Roy Steele. 

Class of 1897. — Center: Emma K. Johnson, Amanda An- 
derson, George G. Whipple, May Doyle, Mary Hagely. Grant: 
Lewis Whilton, Jennie Regan, Delia Fix- Gilboa : Ella Capes, 
George Capes, Edward Howells, Nellie O'Conner, Edith Rode- 
hafer. Hickory Gi'ove : Fred Rock, Eva Erskine, Eddie J. By- 
ers, Clayton E. Van Steenbergh. Oak Grove: Julia Maloney, 
Myi-tle Hibbs, Anna Graiilund. Parish Grove: E. Ella Gro- 
gan, Mary McGuire, Forrest Knapp, Bertha Buckley, Laura 
Lowman. Pine: Minnie Bowman, Beatrice Hawkins. Eich- 
Vand : Ernest Plautz. Union : Mary Watt, Melvin Augspur- 
ger, Roscoe Waller, Nettie Gray, Everett Gray, Hugh Ross. 
York : Maud McKinney. Boswell : Victor Melberg, John Ger- 
man, Lewis Felding, Nora Gillespie, Joe Christley, Myrtle 
Smith, Ernest Perigo, Emil Z. Coffenberry, Mort Eberly, Thom- 
as Hughs, Ed Nern, Myrtle Cheney, Bernice Lemaster. Earl 
Park : Charles Anstett, Tressie Lowe, Lilly Tooper, Venia Par- 

214 



ady, Katie Pelance, Maud Himtiugtou, Miuuie Fowler. Fow- 
ler: Bennie Boyce, George O. Barnard, Willard Dinwiddle, 
Emma Christensou, Artliur Martin, Arnold Sleeper, Florence 
Richey, Clara Daugherty, Euth Phares, Daisy Crabb, Nina 
Owens, Mary Anderson. Oma Fisher, Anna Smyth, Max Wilej', 
Eoy Eiehmire, Robert Craw, Minnie Lague, Violetta Ridlen, 
Lillian Carr. Adah Holman, Ethel White, Bridgie Hanrahan. 
Oxford : Mary Scott, Brent Ladd, Mary McDaniel, Charles 
Stembel, Myrtle Hibbs, Ernest Hurt, Anna Granlund, Ruth 
Baldwin, Elburt Parker, Ella Brown, Jesse McKilvey, Bessie 
Messner, Arthur Pagett, Julia Maloney, Wallace McVey, Ernie 
Scott, Fred Lawson, Caroline Shipps, Walter Parker, Ethel 
McConnell. 

Class of 1898.— Bolivar: Ida Hill, Ida Baugher, Webster 
Darby, Irving Barnes, Cheney Baker, Alice VanDyke, Maude 
Smith. Center: Minnie Barce, Eobert Swan, Grace Ferry, 
John Bane, Anna Hansen, Clinton Hawkins. Grant: Sylvia 
I'eterson, ilabelle Simpkins. Gilboa : Agnes O'Connor, Nellie 
Osborne, Ilattie Ewing, Earl Kinsell. Edith Ewing, Emma 
Howell, Cora Lambert, Webster De^^'itt. Hickory Grove: S. 
H. Geary, Arthur Geary, Mozzo V. Payne. Oak Grove : Earl 
Simmons, Gertrude Stanley, Elsie Johnson, John T. Reed, Ar- 
vel F. Johnson, George W. T. R. E- Shankland, William Kid- 
ney. Parish Grove: Jessie McEwan, William Donahue. Pine: 
Christian Timmons, William Carroll. Union : George W. Ha- 
genbuch, George Gray. Laura McNoun, Donald C. Smith. Har- 
old Woodburn. York : Anna M. Brown, Winona Cobleigh, 
Blythe Fleming, William E. Graves, Edward Keefe, Sarah 
Keefe, Lucy Portteus, Robert Wetli, Jessie Wright. Ambia : 
William McCormick, Jennie Finch, Rinda Carrigan, Ralph 
Reynolds, Dora Abel, Eeba Gilkey, Cecil Horton. Boswell : 
Frank Bradley, Flossie M. James, Bertha Smith, Rena McDan- 
iel. Eslie Kirkpatrick, Jessie Noll, Josie Johnson, Elsie Gilger, 
Crill Hickman, John Hall, Sylvia Christley- Earl Park: Jen- 
nie Braden, Samuel Gaunt, Ernest Huntington. Fowler: Irene 
Johnston, Willie Dague, Lee Evans, Matie Portteus, Bessie 
Johnston, Vernie Swope, Mamie Callaway, Joe Gray, Lelia 
Payne, Burke Walker, Esther Jenkinson, Conie Cassel, Mary 
Hoss, Bell Hoss. Oxford: Malvia Marlatt, Nellie Yoakem, 
Malissa Winegarner, Ray Colvert, Nellie Waldrip, Byron L. 
Burditt, Myrtle White, Harriet Albaugh, Mada Hinckley, M. 

215 



Louisa ilaguiie, Blanche Crigler, Florence Snyder, Prank 
Moore, Clint Parker, Nina C. Green, Myrtle M. Benedict, Grace 
Shuster, Fannie Lawson, Ada Shuster, Charles Waldrip, Sylvia 
VanHorn, Mayme Lewis, Rose Pelham. 

Class of lS99.~Bolivar ; May Griffin, Ruth E. Somers, Ar- 
thur McKinnis, Minnie L. Hawkins, Winnie Homrig, Clara 
Leech, Beatrice White, Jesse W. Chenoweth, Clarence Smith, 
Sidney Smith. Center : David Zeigler, John W. Lockhart, 
Maud Zeigler, Clarence Lenox, Roswell E. Whipple, Laura Per- 
kins, Floy Johnson. Grant : Ida M- Dewey, Naomi Broe, Nel- 
lie Roberts, Becca Broe, E. Mae Show, May M. Dewey, Eva Ger- 
man, Maggie T. Silver, Carrie Fix, Edmond Beaver, Laura 
Peterson, Floy Freeman, Ethel Freeman, George Lamb. Gil- 
boa : AVarren JlcCullough, M. Brennan O'Connor, Wilson Ben- 
nett, Sarah Debo, Edna Whitehead. Hickory Grove: Cora 
VanSteenbergh. Oak Grove: Edna Stembel, Beatrice McCon- 
nell. Nellie Jarvis, Mabel McGiffin. Ethel McGiffln. Mary E. De 
Cam}), Delia De Camp, Arthur Harper, Leah Hibbs. Lyda Hen- 
ry, Lizzie Granlund. Lottie Young, Clyde Johnson, Pearl John- 
son, Albert ilreenwood, Lottie Eliott, John Greenwood, Henry 
L. Johnson. Parish Grove : Emma C. Bork, Flora Finley, 
Harry Edris. Frank Buckley, Grace M. Skeen, Roy Templeton, 
Bertha A. Barllett, Ethel Fleming, Racha Minier. Pine: Roy 
<'. Aikiiisdii. Michael Carr, William Runner, Roy Eastburn. 
Richland : Anna Hardebeck, John Scheetz, Bessie Livingston, 
Mary Funk. Mellie A. Flinn, James Carton, Abner Huntington- 
Union : Jennie Larson. Emma Brown. Mary Bugbee, Nellie 
Rowe. Bell Bidwell, Bertha Bidwell, Emma E. Stewart, Elsie 
liottenberg, Charles Bottenberg, Margaret R. Humphreys, 
Elenore O. Robin.son, Rollie McNown, Robert Stewart, Edward 
<¥ray. Lee W. Fulleton, W. H. Robinson, Jennie Ferguson, 
Katie Hogan. Fred B. Graves, Harvey B. Huntington, Mollie 
E. Mowrcr, Olive Bruce, Lizzie Gray. Edith Gray. York: Paul 
<"()nner, Bernice Fleming, Anna Matkin, Adda Kirkpatrick. 
Boswell : Lena Hart. Charles Hall, M. Evelyn McAdams, 
Laura Perigo, George A. Reel, Emma Bice, Don Heaton, Walter 
^[oyer, Jennie Garland. Jake Smith, Jay Denman, Charles D. 
Kirtley. ^Lnbel Fielding. Delia Pitman, Blanche Simpkins, 
Charles W- Brady, Bert Rhodes. Earl Park : Waldamer Sands, 
Charles Hook, lea Lemon, Homer Lowman. Lizzie Flaherty, 
I'oUy Stickler, Bertha Lowman, Nellie Murphy. Fowler : Ethel 

216 



Anderson, Mamie Anstett, Elsie Barnes, Elmer Barkluirst, 
Hattie Bengston, Mary Bond, Elsie Bonneau, Panl Carr, 
Thomas Carlisle, EoUand Craw, Leslie Daniels, Lulu Eller, 
Emma L. Gilburg, Fay Hill, June Johnson, Edgar L. Jones, 
Ella King, Anna L. Lague, Ona Marquess, Bertha McCue, Mag- 
gie Mills, Edith Mohr, Debbie Nelson, Thomas Nelson, Roy 
Rodman, Bernic-e Smith, Mary Smith. Louise Studer, Lorene 
^'anNatta, Everett Williams, Ray Jones, Delia Lague, Nellie 
Lague, W. K. Moline, Goldie Morine, Mattie Olson, Orpha Rid- 
len, Charles Smith. Oxford : Barbara Blessing. Margaret 
Cook. Gertrude Hinckley, Arthur Cook, Mayme Hutson, Mame 
AVliite. Cora Gwin. Mayme Acres, Ruby Tharp. ilaud Sees, 
Charles Cozad, Elmer Atkinson, Mayme Munn, ilame E. Pa- 
gett. Perry Phares, James Caldwell, Pearl Shipps. Axel Ras- 
maussen. 

Class of 1900. — Bolivar: Ralph Cliarlcswortli, Ivnl Thomp- 
son, Maud Whitemore, Avery Hawkins, Howard I'hnmerson, 
Dora Hawkins. Ernest Vandervort, Lucretia Crose. Ethel ]Slc- 
Kinnis. Homer Chenoweth. ( 'enter : Jennie Mc^Iaster. Blanche 
Duffy, Michael Duffy, Earl Turner. Lena Johnson. Phillip Cyr. 
John Williams, Minnie Johnson, Gertrude Harringion, Ralph 
Nelson, Will Harrington, Arthur VanDerii>e. (irant: Daisy 
Kelley, Ethel Cooper, Ernest C. House. Nye W. Smith, Walter 
S- Roberts, Roy German, Nora (icrman, John PLirvcy Fix, Ka- 
tie Scanlon, PLirry Regan, Delbert McDaniel, Cecil Regan, Bes- 
sie L. Brown, Lucretia Harper, Jessie Brown, Josie Rossiter, 
Etla Freeman, Lewis H. Harper, Ira E. McDaniel. Gilboa : 
Pearl Stanfleld, Otis Stanfleld, Dora Taylor. Nora Taylor. 
Edith Garner. Huey Lambert, Nettie R. Lambert. William 
O'Connor. H. Ed O'Connor. John R. O'Connor, I'^dward Debo, 
Earl Johnson, Ethel Hollingsworth, Ada Hollingsworth, Lucy 
Dickerson, Amanda Julian, Vernon McCullough, Chester Fish- 
er, Lewis Oheadle. Hickory Grove: George French, Pearl L. 
Jewel. Corwin Alexander. Edward McCabe, Essie McDaniel. 
Oak Grove: Laura Shankland. Albert Granlund. Lucy Wilker- 
son. Nellie Fournier, Willie Melvin. Parish Grove: Perry Mor- 
ris, Anna Donohue. Pine : Milton Stevenson, George Stacker, 
Rosetta M. Wall. Richland: Mamie Thornbrough. Union: 
Anna Gemmell. Bryce Ferguson, Elmer Clark, Ida Larson, Ar- 
thur Gi-iflith. Harry Griffith. Grace Nutt. Maude Mitten. Ray 
Mead. Orabelia Geis, Carrie Starkweather, Pearl Sayers. Katie 

217 



Hai'diiuau. Sarah I'.iar, Alfred O'Connor, Lillian Budreau, Hi- 
ram Huntington, .Mabel Shaull. York: Maud Yates, Leona 
Wright, Mabel Nelson, Frank Glaspie, Roy Conner, Elmer R. 
Wilkinson, Harve}' Shaw, C. Archie P. Brown, Warren Per- 
kins, Hiram Slavens, Thomas Brown, Mabel Smith, James C. 
Smith, Adda Brown, Winnie Booty, Ralph McDaniel. Ambia: 
Lena G. Crawford, Jennie Goodwine, Jolin Heinen, Francis I. 
Hunt, Guy L. Torpey, Stella Jones. Boswell : Melinda John- 
son, Bertha Leffew, Clara E. Peterson, Myrtle Brady, C. F. 
Dimmick, Lucy M. Fenton, Amos Roberts, Fred Hart. Earl 
Park : Anna Pelance, Crate Nichols, Winnie Pelance, Clyde 
Cheltz, Etta Richardson, Grace Winship, May Anstett, Cam- 
mie Flaherty. Fowler: Albert Dupies, Eva Lobdell, Richard 
Blackwell, Emma ^lartin, Nellie Hampton, Eddie CoUett, Liz- 
zie Crabb, Arthur Anderson, Ruth Barnard, Emory Meader, 
Mabel Yost, Nellie Jenkins. I'urdy Biggs, Ida Peterson, Nona 
Smyth, George \\agman. Oxford: Mabel Hawkins, Vera 
Stotts, Walter Rhodes, Charles Anderson, Gladys Yarbrough, 
Charles Lawson, Ethel Chapman, Louise Michell, Edna Mene- 
fee, Dan J. Fuller, Edna Timmons, Maud Cost, Alice McLaugh- 
lin, Prentice Orear, Olive V. Chapman, Garner Parker, Ade- 
laide Darby, Francis Birt, Bertha Manley, William Maguire, 
Clint Messner. Pliny Cox, Ruth Segner. 

Class of 1!M)1.— Bolivar: Teresa C. Wall. Lulu B. Scott. 
Center: Agnes Lockhart, Althea Myer, Ethelind Edmonds, 
Nellie llinkle, Grace Hanawalt, Susie Thompson, Elsie Cheno- 
weth, John Chenoweth, Arthur W. Hall, Myra Chestnut, Nora 
Albertsoii. Grant: James D. Hooker, Jo.seph S. .Vnderson. 
Gilboa: Jessie ('a]i('s, Daisy Johnson, Opal Stanfield, Myrtle 
Mouohan, Arthur \Vliiteliead. Hickory Grove: Verner M. 
Holston, Morrell Jewel. Oak Grove: Ralph R. Stembel. Grace 
Greenwood. ^^■ilHla ICllsworth, George Durflinger. Ross Durf- 
linger. Parish Grove: Raymond Dunn. Arlliur W. Lucas, Lucy 
May .Mencfee. Frank Gretencord, Thomas (irogau, Edward 
Woodlock, Daniel McGuire. Pine: Anna Norwood, Cora East- 
burn, Bertha Bower, Carl Bower. ]{iililand: Alexander Wil- 
son, Nellie Wilson, George A. Hasser. Union: Clara Watt, 
Walter Prince, Julian F. Prince, Edward Robinson. Roy Wine- 
hold, Gertie Bottenbei-g, Daniel Gray. York: Blaiidie Flem- 
ing, Boyd Shonkwih'r. Charles Keefe. Fletcher ('. Smith, Law- 
rence Shaw, ^^"illianl Keefe. P.laine Kirkpalrick, Joseph Brown, 

218 



Byrou Cobleigh, Mary lUiugwuitli. Aiubia : Harley RobertsoD, 
Cleveland Peterson, Delbert Menefee, Margaret Begley. Bos- 
well : Bertha James, Dessie Bice, John Keller, Hallie Harris, 
David Miller, Goldie Frazier, Charles Coffenberry, Jessie Fos- 
ter, Bell McVicker, Hattie Davis, Hari*y Simpkins, Esther Hall, 
Ojial Davis, Perry Anderson. OUie Perigo, Albert Cooper, Jes- 
sie Moyer, George McDaniel, Ahvood Roberts. Earl Park : Jo- 
sie Flaherty, Norris Avery, Thomas Nichols, Ellen Boutin, 
George Welki. Fowler: Lee Templeton, Lewis Thornbrongh, 
Ralph Confer, Harry West, Vernie Cox, Ernest Merrick Haw- 
kins, Warner Carr, Jesse Roth, Ada White, Maud Anderson. 
Oxford : Roscoe Coats, Fred Cozad, Blanche Edwards, Bert 
McConnell, Edna Westfall, Adelaide Ross, William Baldwin, 
Irma McConnell, Harold Scott, Winnie Anderson, Marene 
Scott, Earl Steele, Clara Maguiro, Hillard Stevens. 

Class of 1902: Bolivar: David H. Johnson, James E. Ro- 
pel, Bertha R. Stewart, Jesse A'oliva, Thomas P. Blessing, Em- 
ory Scott, JIatilda Clevinger, Edith Baker, Emmet F Harrison, 
Fanny Timmons, Laura Switzer, Benton Van Dyke, Delbert 
Laird, Willie Mahin, Ella Kendall, Rose E. Burns, Iva L. 
Dahlbert, Ada Timmons. Center: Dora Berger, Cora Baze- 
more. Ross Hanawalt, William Swan, Ada McMaster, Emma 
Sanders, John H. Cox, Walter Lenox, Eva Doyle, Mary John- 
son, Emma S. Lockhart, Gertrude Snodgrass. Grant : Daisy 
Regan, Alice Wise, Dale Hubbard, Nannie Vaughn, Oral Dew- 
ey. Gilboa: May Gemmel, Katie Pampel, Ernest Lucas, Nellie 
O'Connor, Nellie Ellsworth, Homer Hoover, Elton Baxter, Roy 
A- Baxter, Edgar M. Johnson, Bertha ^I. Foster, Cora Gilker- 
son, Anna Monahan. Hickory Grove: Bruce Nesbitt, Ellen 
Finch. Oak (Jrove: C. Claude Johnson, Perry Bowman, Mary 
Greenwood, Joseph Howarth, Cash M. Smith, William L. 
Royal, Walter J. Royal. Pine: Ray Atkinson, Earl Atkinson, 
William E. Bower, Loretta E. Carr. Richland : Edward Has- 
ser, Maggie Benner, William Yochem, Jolm Dehner, Leonard 
J. Dehner, May Yaste. Union : Ray Waller, Ed Peterson, 
George Mowrer, Ray McDaniel, Fred Williams, Fred C- Stark- 
weather, Challen Fulleton, Edna Mitten, Ethel Clark, Mabel 
Bottenberg. York: John H. Illing^\-orth, Joseph Illingworth, 
Ora Highland. Mildred Parris, Phylrs Grubb. Ambia : Frank 
Garner, Lizzie Bailey, Clark Torpey, Pearl McCormick, Mary 
Fields, Anna Comstock, Lena A. Brown. Ola Thome. Boswell : 

219 



Nellie Hooker. Heurv ('. Frazier. Williaiii KirkpatricU. Flor- 
ence E. Miller, Blanche E. Shuster, Russie A. Ward, Jesse 
Mover. Lizzie A. Silvers, Mabel D. Smith, Allen B. Thompson, 
Walter J. Smith. Mary B. Peterson, Maud Denman, Randolph 
R Morgan. William P. McVicker, Jessie M. Meyers, Minnie 
Dunbar. Walter M. Dazey, Wilbur G. Nolin. Ethel E. James, 
Leah J. Smith. Earl Park : Edith Hitze, Mary Murphy. Ern- 
est Brannon. Bertie Smith. Cora I>u Frain. Zella Lema.«!ter. 
Fowler: Koy Fielding, George Lague. Carl Confer. Laura 
Wai-ner. ^Villiam E. Jones, Homer Darby, William Hoss. Ox- 
ford : Myrtle Evans, Joe Atkinson. Harry E. Smith. Mabel 
Deeds. Nanny Crosson, Ruth Phares. Grace Yoakum, Edna 
Bell. Charles Hinckley. Will McConnell. Oscar Silvers, Mary 
Duuhar. Tennyson Ladd, Lydia Timmons. A era Anderson, Zella 
Gwin, Tive Harell. Leah Lawson, Clyde Fulleton. 

Class of liKKl— Bolivar: Eva E. Smith. Laura May Dilts. 
Wade S. Bolt, Paul Bonner. Quince Harless. Patti (irittin, Lctta 
Clevenger. Stephen E. W- Baker. Mabelle F. P.angiier. Lydia 
L. Johnson. Frances E. Smith. Frank J. Ward. Albert I. Switz- 
er, Nellie McKinney, Viola Peters. Fenton I*. Sewell. Ruby 
Ruth Rowen, Tressa May Moore. Iva Rowena TuUey. Center: 
A'iolet V. Gi-c('!i\vood, Mary E. Koonlz. Roy L. Birch, Earl 
Lemuel ^\■lliplll(', JLirgaret Jane lOdmonds, Evalina Besse, 
Elmer Hall, Nora >L Harkrider. Warner A'anDeripe. Grant: 
Clover E. Smith. Ethel Aiinneriium, Stephen Scanlon, George 
Thniop. Bessie Ammerman. Robert W. Dimmick- Gilboa: 
Alma Bowman, Chauncey Huntington. Henry Huntington, 
AVillard B. Ca]ies. Agnes (i. Gilkersou. Pearl Amelia Pampel, 
Albert E. Gi-imble. Marion O'Connor, Homer Debo. Hickory 
Grove: Wilma McDaniel, ilaggie Brown. Eva Laughlin. Oak 
Grove: Bertha Cox, John E. Reynolds. Mary ;M. Hirzel. Floy 
ArcConnell. Clarence Johnson, Rali)li Harper, Elsie Elliott, 
Pearl Johnson. Edgar D. Johnson. Parish Grove: Nellie M. 
Blaisdell. Lizzie Blaisdell. Cyrus E. Jones. Ella iMcGuire. Ed- 
win Tineas. Maiy B. (Jrogan. I^rnest Hill. Herman Gick, John 
L. Doiiolnic, Robert Earl Edris, Laura C- Spencer, Hatty 
Louise i;dris. I'ine: Charles C. P>ower. Richland: Eliza- 
beth Hassei-. Delia Yochem. Lora Lemon. E. Bruce Wilson, 
Louis A. Yoclicm. Union : Anna C. D. FLudiman, Earl Frank- 
cnberger. Samuel J. McKinney. Milett Arthur Bruce. Ida Fer- 
guson, Clement H. Fulleton. John ('. McKinney. Charley Wine- 

220 



liold, Opal Clark, Walter Snyder. York: Iva Matilda Booty. 
William U. Haag, Lena Eva Haag, Katie A- Cooley, Lena E. 
I'.laketon, Norman G. Wilkinson, Vera E. Smith, Lola Jane 
Morgan. Fredrick W. Wilkinson, Sadie H. Illingworth, Winnie 
X. Gress. Anna McEwan, Ella T. Kline, Flo G. McEwan. Am- 
bia: Walter A. Sharon, Kuby Reynolds, Earl Maupin, Cora 
Grist, Ealph Morgan. Boswell : Nellie Pacey, Harrison Fra- 
zier, Ora Kelley, Beulah Mottier, George VanHorn, Blanche 
McDaniel. Maggie Miller, Roy Eberly. Frank McAdams, Ray 
Fielding, James Dewey, Ethel Perigo, l^inil R. Anderson, Bessie 
Zigler, Catharine Sliorr, Lottie Davis, Ida Davis, Dudley 
Downs, Irvin R. Fix, Cecil Kelley, Joseph Stanley. Earl Park 
Emma Alice Smith, Goldie May Livingston, Mary Sue Uhrig, 
Katie Murphy- Fowler : Joseph Scheetz, Alice Roth, Alma 
Barnctt. Andrew Smith, Margaret Hoss, Ora Thurston, Viola 
<"(illett, Arthur Dupics, Lulu Bonncau, De Etta Templeton, Ida 
Johnson, Omega Clark, Gertrude Mason, Elmer Martin, Ray 
Hudgens, Tony Fisher, Roy Eller, Anna Mawer, Emil Turner, 
Nora Pritchet, Alice Lague. Inez White. OxfoinJ: Charles 
Carnahau. Nora E. McConnel, Hazel Parker, Agnes A. McGif- 
fin, Mae E. Baker. Grace Edwards. Elsie Weise. Cassie R. Kirk- 
Patrick, Dora E. Rhode, Ethel Jackson, Wiley T. Baldwin, Jas- 
per A. Gwin. Carrie A. Thompson, Laura Stephen, Clarence 
Gwin, Geneva J. Wattles. Bessie B. Lewis, Harry Scott. 

Cla.ss of 1904: Bolivar: Clinton Switzer, Hattie ^I. Clev- 
enger. Clara Timinons. Anna Laird. Irene Rowen, Edwin Smith, 
George W. Bartindale, Otlia Nichols. Center: Ethel Chestnut, 
Nannie McGahan. Bessie McGahan, Earl Lane. Eva Mae Cox, 
Tony Johnson. Arcade Bcssi'. Grant : JIary Edmonds, Archie 
Peterson, Lurly Holsloii, Cliarles Smith, W'illiam Xaver, Rob- 
ert Jones. Gilboa: iMiiniei O'Connor, Alta N. Burling, Robert 
Nichols, John C. Hollingsworth, Susie Grimbel, Everett Mc- 
("iillougli. John Scjicetz, Roseoe Eller, Anna B. Cheadle, Roy 
E. Kinsell, Sterling M. Price, Herbert Bressner. John R. Mc- 
Cullough. Morris Cheadle, Arthur Monahan. Hickory Grove: 
Gertrude Weidinger. Rose Giese. Oak Grove: Webb Eubanks, 
Stella Simmons. Pine : Carl Arvidson. Homer Butcher. Jen- 
nie Bower, Robert Arvidson, Myrtle Ellsworth, Carl Cochran, 
Emory Durflinger, Laura Durflinger. Richland : C. Walter 
Yochem- Union : Carl Crandall, Thomas Smith, Bert Hunting- 
ton. Francis H. Grav. John Rowe. Flovd Brown, Rovce Fulle- 



ton, Maud Eeece, Edith Sanson, Wayne Oueal, Ollie Gray, Ber- 
nice GriflSth, Edna Woodburn, Frank Childress, Alice L. Lar- 
son, Frank Lai-son. York : Lloyd Shonkwiler, Pearl Yates, 
Blanche Hunt, Alida Cobleigh, Maud Gress, George Illing- 
worth, Michael Cooley, Wayne McEwan, Henrietta Haag, Neta 
Shonkwiler. Ambia : Georgia Harrison, Anna Randall, Milton 
I^ak, Oliver Griest, Clara Gerlach, Lola Carrigan, Eobert 
Leak. Boswell : Earl Alexander, Elva Johnson, Leonard Mc- 
€loud, Mary Odle, Mabel Mauzy, Isa James, Myra Eberly, Lolo 
Smith, Euth Nolin, Estella Noll, Myrna Dewey, Katie Dim- 
mirk. Earl Park: Oliver Jacobs, Blanche Bonrassa, Emma 
Thompson. Fowler : Emma Carr, Charles Henneberger, Lizzie 
Hailey, Loran Foster, Minnie Copenhaver, Margaret Morris- 
sey, Otha Bottenbcrg, Benjamin Crabb, Edith Lank, Harry 
Mohr, Merrick Barnai'd, Homer Lockhart, Nora Morrissey, 
Bertha Weaver, Thomas Bond, Oscar Anderson, Roy Lank, 
Ethel Scott, Ernest Carson. Robert Bates, Edgar Donovan, 
Naomi Craw, Maggie Edwards. Oxford : Beulah Jackson, 
Ethel McConnell, Eegina Maguire, William Lawsou, Dona Rob- 
rets, Carrie Green, James Evans, Harry Kelley, Robert Steele, 
Garnella Howarth. Daisy Atkinson, Phoebe Gwin, Paul Bald- 
win, Louis H. JoJinson, Everett Ford, Elwin Evans. 

Class of 1905. — Bolivar: Emmet Smith, Edna McKinney, 
Vivien Timmons, Ernest Waddell, Ray Laird, Ethel Shafer, 
Elizabeth Yager, Harry Waddell, Emma McCool, Charles Haw- 
kins, Olive Ice, Mac Smith, Allie Hawkins, Alice Connolly, 
Verne Snyder, Vena Vesta Sanders, Halcie H. B. Foster, El- 
vira Slagle, Goldie Ice. Center : Margaret Johnson, Rexford 
I- Myer, Grace Poole, Thomas Embleton, John Ralph Hughes, 
Oleva Berger, Dewey Duffy, May Lague, Earl J. Lockhart, Let- 
tie F. Whipple, Bertha Johnson. Grant : Blanche Bennett, 
Clifford L. Cozad, Elmer Newtson, Wilbur Anderson, Lawrence 
Bergland, Emmet Scanlon, Nora Silver, Lora B. Stanley, Lucy 
M. Fournier, Mabel Jones, John Bennett. Gilboa: Furman 
Pampel, Hazel D. Lucas, Blanche Pierce, Lauretto O'Connor, 
Beulah Kinsell, Alta Busey, Eva Howell, Frances Dale Watson, 
Earl J. Burling, Eunice E. Nussbaum. Hickory Grove: Alta 
Brown, Beruice A. Bates, James Jenett. Oak Grove : Blanche 
Dawson, Melissa Pellam, Elsie Rommell, Edith Colvert, Henry 
P. Pittstick, Orvill Benedict, Perry Cozad, William E. Payne, 
Perry C. Hurst. Parish Grove: Robert M. McCormick. Blanche 

223 



Minier, Frank Salmon, Mamie Gretencord, Gustavus Greten- 
cord, Frank McGuire, Esther Ewalt. Pine: Mabel Cochran, 
Edith Kielnieier, Claude C. Boesch, Harry E. Rhoades, Lena 
Opal Haxton, Naomi Butcher. Richland: A. Belle Wilson, 
Minnie M. Yochem, Henry Hasser, Alice E. Tliornbrough, Mary 
AVilson. Union: Benjamin Bear; Fi-ederick Thompson, Dora 
Larsen, John Henry St. Clair, Edna Smith, Edwin Smith, 
Matie Bruce, Harry Oneal, Ingle Sayers, Mattie Sanson, Will- 
iam Sanson, Roy Fulleton, Alice Mitten, Earl F. Rothrock, 
Ciiarles R- T'lark. Edith Starkweather, Oliver Emig. York : 
William Brewer, Guy Atkins, Clarence Booty, Frank Keefe, 
Mabel Kirkpatrick, Lizzie Brown, Rose E. Brown, Everett M. 
Smith, George E. Plunkett, Owen Perkins. Ambia: Dale R. 
Ross. Julia Witenauer, Anna Dicks, Edward Mclntyre, Au- 
gusta Hester, Flora H. Smith, Grace Peterson. Madge Morgan, 
Alice Begley, Alta Peterson, Hazel Suits, Lewis N. Metzinger, 
Nona Griest. Orrel N. Adwell. Boswell: William Sunderland, 
Harry Smith, Leonard Shuster, Ralph P. Lamb, Gene Miller, 
Charles D. Colvei-t, Hazel Farrell. Birdie Mae Johnson, Nellie 
Morgan, Josephine Campbell, Margaret Ward, Mary Frazier, 
Mamie Frazier, Bessie Odle, Ethel Skcltou. Earl Park: John 
I-'liiin, Jr., Lizzie Rodelian, Arthur Sullivan, Ruth Morgan, 
l>c Will LivingsiKii. Murtie Richardson, ^iai'v Hughes, Rosa 
r.onlin. .Iiisc](iiine Seymour, Jfyrtle Van Scoyoc, Mary Flager, 
. lames II. Oil Ion Fowler: Elizabeth Graham, John Knipple, 
i{uth Koliy. Fre<'man Cox, Olive O. Gable, Maggie Crabb, Rexie 
\\'ils()n. \\ill)ur Hague, Frank W. Perigo, Pearl Danner, 
I'lankie Harrington, IJalpli McNeely, Georgia Gray, Lora 
Hamilton, Agnes Berry. Sadie Nevitt, Walter Penick, Elmer 
.Afartin. Florence McGraw. Florence Warner, Glenn Daniels, 
Thomas Ulackwell, Samuel Ivlwards. (Main Bowman. Oxford: 
Merle .\tkinson, Hattie Atkinson. Ona Chapman. Ellen Ed- 
wards. Kenneili Fuller. I.auia A. Irvin, Robin Irvin, Walter 
Johnson. Maud MrCdunell. Arline Parker, Ruth Pagett, Mixe 
Steitlien. Ettie Seweil. lOditii Wetzel, Byrl McConnell, Edna 
Waldri].. 



224 




FIRST HIGH SCHOOI, COMMENCHMKNT IX GII.IiOA 



CHArTEll XIV. 



HIGH SCHOOL ORADTTATES. 



OXFORD. 



1880: Nora Ahcroatliy. 1888: Mabel Cam).b('ll. 1891: 
Fluy Hliode, IH'II McConnell, Lauia Schenkenberger. Anna A. 
Sleeper, (Jrace Roberts, Emma Zeis. 1892 : Agnes Lawson, 
Lizzie Vandevipe, AYilbui- R. McConnell, Lulu Valette McCon- 
nell, Hallie Wood. Virgil I'agett, OUa Inez Phares- 1893: Jo- 
nas O. Greenwood. Adda Littler, Letta Hawkins, Edith Sleeper, 
("o.v .MiCniiiicU. l-:niory Jacob Wetzel. 1894: Edna Paul De- 
bra, ("arl llibbs. ICditli Lawson, Claude C. Liebbardt, Lucy 
Pelhani. is'.).".: Morton Clark Bradley, Lola Bauman, Charles 
Herbert Kodson, John Alfred Colborn. Anna ^^'arnas, Flora 
Floi-ence Helena Harrison, Laura lOdith Huffman, Edith J?nes, 
Walter S( oii Lawson, Ovid Butler I^wark, Lon Dee McConnell, 
Ral])b W. .McConnell, Warren Sanford McConnell, Eva Mus- 
sion, Maggie Pagett, Frank Maguire, William Alonzo Sleeper, 
•folin Thomas Titswortii, George A\'. Colvert. 189(5: Grace Car- 
iialian. l{ay Gillespie. Artie Tyiebhardt. Lola Louise McConnell, 
Leah Park.-r. Florence Waldri].. Francis E. White. 1897: 
.Mar.\ i;dith Ucll. James lOhvood Bryant, Arthur Ne'vton 
< 'harlcsw ortli. <'iiiy (Jillespic. Eva Clair Janes, Joseph Foj: Pa- 
gelt. Inez Baldwin ^IcGonnell, Ray Huft' Reed, Edna Scott, 
H(.se .Magdaline White, William .Miltim Pagett. 1898: Will- 
iam OiH'al Little. 1899: Edith Bauman, Carl D. Blind, I«ota 
<'olverl, Sattie Darby, Margaret Kelley, Frank Lawson, W^ll 
.VLihoney. Lucille Pagett, Will Scott, Charles Smith, Myrtle 
VauHorne, (lyde Hurt, Ray McConnell. 1900: Nellie Bell, 
Frances E- Deeds, Rupert Debra. Harry Lawson, Robert Law- 
son, Luella Moore, Emmet McConnell, Earl Thonms, Norman 

226 



Titswoi-tli. Koy t^teele, Geoijie Waldrip, Warreu Oolvert. 1901 : 
Until Haldwiu, Beatrice Hawkins, Mai-y H. Hagely, Breuton 
Ladd. James Odle, Eoy McConnell, Charles Maguire, Ethel 
McConnell, Alice McNeil, Walter Parker, Vera Shankland, 
(^aroline Shipps, Erma Scott. Charles Stembel, Susie Menefee. 
l!:Kt2 : Harriet Albaugh, Clinton Hawkins, Arvel Johnson, Fred 
Lawson, Frances Lawson, Lonetta Magnire, Melvia Marlatt, 
Jessie McCarthy, Frank Moore, Florence Snyder, Nellie Yoa- 
kum. 1903 : Elmer Atkinson, Barbara Blessing, Jlichael Carr, 
Kaymond Colvert, Margaret Cook, Lucy Evans, Cora Gwin, 
Mabel McGittin, Ethel McGilfin, Beatrice McConnell, Jay Odle, 
Mary Pagett, Laura Perigo. Axel Rasmussen, Pearl Shipps, 
Marie Stembel, Christian Timmous, Sylvia ^'an^orne. 1904: 
Ethel Cliapman, Olive Chapman, Maud Cast, Lottie Elliott, 
Mabel Hawkins, Louise Michel!, Rnby Tharp, Kosetta Wall, 
Gladys Yarbrough, Charles Lawsun. 1905 : Winona Ander- 
son, Ethelind Edmonds, Grace GrecTiwood, Clara Maguire, 
Irma McConnell, Edna ^lenefee, Edna Westfall, William Bald- 
win, Roscoe Coats, Burt MiCdnncil, llanild Scott, Marene 
Seott, Nye Smith, Earl Steele. 

FOWLER. 

1889: Otto Clayton. 1890: Otto Stevenson, George Seney, 
Grace Roberts, Everett Mavity. 1891 : Laura Sheetz, Marga- 
ret I'arker, Lillian Bi'owu, Jennie Sheetz, Xellie Richmire, 
Ethel Eastburn, Eva Van Auker. 1892: Richard McKinney, 
Bert Woodburn, Arthur Richey, Wallace Snyder, Lucy Calla- 
way, Carl SlcCaslin, Fred Longwell, Gertrude Pelton, Louis 
Snyder. 1894: Louise Johnson, Byrd Richmire, Hannah An- 
derson, Pearl Richey, Laura Merrick, Lee Johnson, Mabel 
Phares. 189.5: Maynard Dague, Edwai-d Johnson, Edna Wells, 
Mabel Woodburn, George Gaylord, May Sheetz, Nellie Wiley, 
Gertrude Hitze, Delia Snyder, Adah Taylor- 1896: Milton C. 
Mendenhall, Homer C. Lawson, Frank A. Nevitt, Rolland C. 
Richey. Harland E. Anderson, Elsie Taylor. 1897: Carrie 
May Gaylord, Ifary Belle Hawkins, Basil Emmet Duffy, Leslie 
Hanawalt, Homer Woodburn, Lola Siddens, Warren Smith, 
George Bugby, Glenn Hampton, Helen Harriett Hayes, Earl 
Richmire, Paul McCaslin, Frank S. Phares, Homer M. Swope, 
Emma Hawkins, Lulu Westman, William McKnight, Stella 

227 



Dupies, Laura Love Snyder, Lillj' Myrtle Gwilliams. 1898 : 
Mary Barnard, Leon Hampton, George Gray, Mary Eobinson, 
Clodia Johnson, Fred Clayton, Carrol Lenox, John Moline. 
1899: Frank Willis, Harry L. Tolin, Sarah O. Jones, Alta 
Harrington, Blanche Callaway, Margaret E. Holman, Anna E. 
Morrison, Bernite E- Pierce, George L. Fleming, Laura Mc- 
Kanna, Adda P. Foster. 1900: May Doyle, George O. Bar- 
nard, Emma Johnson, Florence D. Richey, Everett Gray, Ar- 
nold Sleeper, Adah Holman, Violetta Rldlen, Lillian Carr, 
Nettie Gray, Clarence Cox, Edwin Lenox, George G. Whipple, 
Bridgic Hanralian. 1901: Frank Hampton, Willard Dinwid- 
dle, Daisy Crabb, Effle Smith, Ethel White, Mabel Williams, 
Estella Cardwell, Helen Mavity, Jennie Daniels, Harriet Earl. 
1902 : Vernie Swope, Mamie Callaway, John Barce, Lee Evans, 
Joe Gray, Bessie Johnston, Don Smith, Burke Walker, Harold 
>\'oodl)uru. Willie Dague, Grace Ferry, Irene Jolinson. 1903: 
Ethel Anderson, Mary Bond, Thomas Carlisle, Leslie Daniels, 
Lizzie Gray, Belle Hoss, Harry Kirtley, Laura Perkins, Mary 
Smitii, Mary Hoa|s, Edgar Jones, Edith Mohr, Debbie Nelson, 
Orpha Ridlen, Bernice Smith, Lorene VanAtta, Phillip Cyr- 
1904: Ruth Barnard, Katie Blackwell, Richard Blackwell, 
Paul Carr, RoUand ('raw, Adelaide Darby, Blanche Duffy, 
Michael Duflfy, Albert Dupies, Oscar Fields, Nellie Hampton, 
Katie Hardiman, Delia Lague, Eva Lobdell, Emma Martin, 
Goldie Morino, Ethel Neighbor, Nona Smyth, Louise Studer, 
Daisy Corriur, Mabel Yost. 190") : Maud Anderson, Myra 
Chestnut, Vernie (.'ox, Elsie Chenowctli, Warner (I'arr, ^lyrtle 
Beachani, Ernest Hawkins, Gertrude Harrington, Ralph Nel- 
son. Jesse Roth. 

UNION TOWNSHIP. 

ISO.'): Nellie Gray, Mary Humi)hreys, Oliver Nutt- 1890: 
Mabelle Bruce, Ira Bottenberg, May Swan, Emma Klingert, 
.\iina Barce, William Gray, Charles Michaels, Mollie Hogan. 
ISO": Rose Robertson, Blanche Robertson, Maude Waller, 
Mason Waller, Allen W. Hngenbuch, Anna Hogan, Tiny Fer- 
guson. 1S98: Marion Ferguson, ]\laiy Ferguson, Mabel Liddle, 
Bert Mowrer. George Tlioini)son, JIayme ('ondon. 1899: Mary 
Watt. 1900: Laura McNoun, George Hagenbuch. 190.3: 
.Icnnie i>;nson, Jennie Ferguson, Nellie Rowe, Katie Hogan. 

228 



1904 : Elmer Clark, Pearl layers, Roy Winehold, Daniel 
Gray. 1905: Fred Williams, Charles Frankeuberger, Cliallen 
FuUeton. 



1S!(!I: Angie Akers, I']iiniia Itrown, Jessie Foster, I3eatri( e 
Koss. 1900: Henry Heineii. I'.tOl: Kiiula ('arrigan, Lettie 
Gillespie, Ralph Reynolds. 1902: Lillian Malo, Zoe Ross, Iva 
Besse, Ruby Garner, Harvey Willett. 1903 : John Heinen. 
1904 : ^largaret Begley. Elmer Harnes, John (lerlaeh, Cleveland 
Peterson, Ilarley Robertson. 1905: Claude Mitchell. 

EARL PARK. 

1S99: ^?usie Menefee, Manie Avery. 1900: Nannie Gaunt, 
Rali(h Stiiison, Spencer Stinson. 1902: Bertha Lownian, Edna 
Stinsoii. 19(i:!: Lulu Boldman, Crate Nichols, Anna Pelance. 
Etta l{ic]iardson. May Anstett. Grace Winshi]). 1904: Maurice 
.\very, Josie Flaherty. 1905 : Gertrude Smith, Ernest Braeden. 
ICditli Hitzc. /ella Lemaster. 

PARISH GROVE TOWNSHIP. 

I'.IOO: .Maynic .McGnirc. Bcitlia P.iickley. 1901: Jesse Mc- 
Ewan, David F. Woodlix k. William Donahue- 1901': Ethel 
Fleming, Hattie lOdris. 190:!: Anna Donahue. 1904: Ray- 
mond i>iiiiii. Tiiomas <irogaii, Edward Woodlock. Daniel Mc- 
Guire. 

BOS WELL. 

1901 : Zoi-M CoHViibcriy, Nora Gillcsiiie, Ollii- Nern. 1902: 
Eslie Kirkpatrick, Sylvia Peterson. Frank Bradley, Grace 
Sinister, Sylvia Christley, Ada Sinister, Joseph Chrisiiey, John 
Hall. 190.'! : Jose])liiiie .lolmsoii. Floy Freeman, Delia Pitman. 
Kvalyn .McAdams, lOllicI Freeman, Charles Hall. 1904: Fred 
Hart. Clara IV'tersoii, .Mabelle Fielding, Bertha Letfew, Lucy 
Fenluii. Frances Smith, Donald Heaton. 1905: Joseph Alex- 
ander, lOdward Roberts, Goldie Frazier, Ollie Perigo, Esther 
Hall. 

230 



YORK TOWNSHIP. 

1901 : Edward Keefe, Blythe Fleming, Lucy Porttens, Wiu- 
uie Cobleigh, Sarah Keefe, Jessie Wright. 1902 : Addie Kirk- 
patriek, Anna Matkin, Bernice Fleming, Rose Slavens. 1903 : 
Elmer Wilkinson, '^'arren Perkins, Panl Conner, ]\Iaude Yates, 
Mabel Smith, Hiram Slavens. Winnie Booty, Leona Wright. 
1904: Ray Conner, Mabel Nelson, Bernice Yates, Blanche 
Fleming, Boyd Slioi'kwiler, Blaine Kirki)atrick, Lawrence 
Shaw, William Keefe. .\rthur Lncas. Charley Keefe- 1905: 
Jolin lllingworth. IMiylis (irnlib, 

gilhoa 'I'owNSinr. 

1904: Ada Hollingsworth, Huey Lambert, Ethel Hollings- 
worth, Nettie Lambert. 1905 : Anna L. Mondhan, Nellie 
O'Conner, Elton F. Baxter. Edgar JI. .Johnson, LaDella Pearl 
Brooks, Rov A. Baxter. 



231 



/a o 



